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Command Words in A-Level
    Biology Exams
All Biology questions and assessment statements are built around these
command terms, which let you know exactly what is expected of you.
All Biology questions and assessment statements are built around these
command terms, which let you know exactly what is expected of you.

              Design       Annotate                      State
                                                                     Comment
          Define           Explain
                                      Discuss
                                                                    Determine
       Distinguish
                                      Estimate
                            List                        Outline
                                                                          Deduce
            Draw                          Show
  Solve
                       Evaluate
                                                      Suggest
                   Label                                                  Identify
     Derive
                                Compare                         Predict
           Describe
                                          Calculate
                       Sketch
All Biology questions and assessment statements are built around these
command terms, which let you know exactly what is expected of you.
They are grouped according to the objectives              of IB Biology:

Objective 1: Demonstrate an understanding of:
- scientific facts and concepts               Define       State      Draw
- scientific methods and techniques
- scientific terminology                          Label        List
- methods of presenting scientific information
All Biology questions and assessment statements are built around these
command terms, which let you know exactly what is expected of you.
They are grouped according to the objectives                           of IB Biology:

Objective 1: Demonstrate an understanding of:
- scientific facts and concepts               Define                    State          Draw
- scientific methods and techniques
- scientific terminology                                       Label            List
- methods of presenting scientific information

Objective 2: Apply and Use:
                                                  Distinguish         Describe       Identify
- scientific facts and concepts
- scientific methods and techniques                            Calculate     Outline
- scientific terminology to communicate effectively
- appropriate methods of presenting scientific information   Annotate       Estimate
All Biology questions and assessment statements are built around these
command terms, which let you know exactly what is expected of you.
They are grouped according to the objectives                            of IB Biology:

Objective 1: Demonstrate an understanding of:
- scientific facts and concepts               Define                     State          Draw
- scientific methods and techniques
- scientific terminology                                        Label            List
- methods of presenting scientific information

Objective 2: Apply and Use:
                                                                       Describe       Identify
- scientific facts and concepts
- scientific methods and techniques                             Calculate     Outline
- scientific terminology to communicate effectively
- appropriate methods of presenting scientific information   Annotate            Estimate

Objective 3: Construct, Analyse and
Evaluate:                                                    Suggest Predict
                                                                          Evaluate Discuss
- hypotheses, research questions and predictions            Sketch   Deduce Show
- scientific methods and techniques              Construct Comment Explain Solve   Design
- scientific explanations                                                          Derive
                                                        Determine Compare
General Revision and Learning Tips


                    Learn and review all of the command terms

 Highlight the command terms - in the syllabus/ handbook
     Underline the command terms - in the Exam

  Understand what the question wants:
  - outline, explain and describe are not the same!
  - label and annotate are not the same!
  - discuss, evaluate and explain are not the same!
  - distinguish and compare are not the same!
  - analyse, evaluate and suggest are not the same!


               Present your answers neatly and clearly
Using this presentation
 You can use this presentation as a tool for:
 • Learning the command terms
 • Picking up some examination tips
 • Testing your understanding of exam question types



 Suggestions:
 • Use the sample questions as a revision test:
  - try to answer each question on scrap paper before showing the answer key

 • Make up a collection of questions for each command term:
  - use past papers, the syllabus and the QuestionBank CD Rom.
Objective 1
Define
"Give the precise meaning of a word, phrase or physical quantity."

Example:
  “Define diffusion and osmosis.”




   Tips:
   •Definitions are in the subject guide
   •Break the definition into its component parts – this will help with explanations
   •Make up a vocab list or use an online glossary to help with define questions
Objective 1
Define
"Give the precise meaning of a word, phrase or physical quantity."

Example:
  “Define diffusion and osmosis.”
   Diffusion is the passive movement of particles from regions of high
   concentration to lower concentration.
   Osmosis is the passive movement of water molecules, across a partially
   (selectively) permeable membrane, from a region of lower solute
   concentration to a region of higher solute concentration.




   Tips:
   •Definitions are in the subject guide
   •Break the definition into its component parts – this will help with explanations
   •Make up a vocab list or use an online glossary to help with define questions
Objective 1
Draw
"Represent by means of pencil lines."

Example:
  “Draw a labeled graph showing a typical sigmoidal population growth curve .”




  Tips:
   •Draw using clear, dark pencil lines (no colours)
   •Pay attention to whether it needs to be labeled or annotated
   •Make up drawings, graphs and diagrams revision book, and test each other
Objective 1
Draw
"Represent by means of pencil lines."

Example:
  “Draw a labeled graph showing a typical sigmoidal population growth curve .”




  Tips:
   •Draw using clear, dark pencil lines (no colours)
   •Pay attention to whether it needs to be labeled or annotated
   •Make up drawings, graphs and diagrams revision book, and test each other
Objective 1
Label
"Add labels to a diagram."

Example:
  “Label the chambers of the heart labelled
  A and B.”
                                                    A = Right Atrium

                                                    B = Left Ventricle




   Tips:
   •Generally, two correct labels are worth one mark
   •Make up drawings, graphs and diagrams revision book, and test each other
   •Revise and make links with regard to structures and their functions
Objective 1
List
"Give a sequence of names or other brief answers with no explanation."

Example:
  “List seven levels in the hierarchy of taxa”




  “List three features of the lungs that maximise the rate of diffusion”




  Tips:
   •Lists can be used to present examples of any of the assessment statements
   •Use mnemonics for memory where the order of the list is important
   •Try to use examples that can link topics together, across the course
Objective 1
List
"Give a sequence of names or other brief answers with no explanation."

Example:
  “List seven levels in the hierarchy of taxa”

    Kingdom, phylum, class, order, family, genus, species

  “List three features of the lungs that maximise the rate of diffusion”




  Tips:
   •Lists can be used to present examples of any of the assessment statements
   •Use mnemonics for memory where the order of the list is important
   •Try to use examples that can link topics together, across the course
Objective 1
List
"Give a sequence of names or other brief answers with no explanation."

Example:
  “List seven levels in the hierarchy of taxa”

    Kingdom, phylum, class, order, family, genus, species

  “List three features of the lungs that maximise the rate of diffusion”

    Large surface area, alveoli are only 1 cell thick (small diffusion distance), good
    blood supply (maintains diffusion gradient)




  Tips:
   •Lists can be used to present examples of any of the assessment statements
   •Use mnemonics for memory where the order of the list is important
   •Try to use examples that can link topics together, across the course
Objective 1
State
"Give a specific name, value or other brief answer without an
explanation or calculation."
Example:
  “State which species is most distantly
  related to T. perkinsi on the basis of the
  tree diagram.”

             T. laboriosa




   Tips:
   •Definitions are in the subject guide
   •Break the definition into its component parts – this will help with explanations
   •Make up a vocab list or use an online glossary to help with define questions
Objective 2
Annotate
"Add brief notes to a diagram or graph."

Example:
  “Annotate a graph showing hormone levels in the menstrual cycle.”




   Tips:
   •Annotate is more than just ‘label’ – some causes or explanation must be given
   •Make up a gallery of annotated graphs, diagrams, flow-charts etc, and use
   them as visual organisers in your revision of complex concepts
Objective 2
Annotate
"Add brief notes to a diagram or graph."

Example:
  “Annotate a graph showing hormone levels in the menstrual cycle.”




   Tips:
   •Annotate is more than just ‘label’ – some causes or explanation must be given
   •Make up a gallery of annotated graphs, diagrams, flow-charts etc, and use
   them as visual organisers in your revision of complex concepts
Objective 2
Calculate
"Find a numerical answer, showing the relevant stages of working."

Example:




                                                  Response time (secs)
  “Calculate the percentage difference in
  .”response time of the control group
  from day 2 to day 31




                                                                                   May2009TZ1SLP3




  Tips:
   •Learn all the different ‘calculate percentage…’ methods.
   •Make sure you use the correct SI unit in your answer
   •Make up a booklet of all the possible types of calculations you have learned to use
Objective 2
Calculate
"Find a numerical answer, showing the relevant stages of working."

Example:




                                                  Response time (secs)
  “Calculate the percentage difference in
  .”response time of the control group
  from day 2 to day 31
  - increases from 130s to 145s
  -145-130 = 15s

  -Percentage difference = of the original
  measurement?
                                                                                   May2009TZ1SLP3

  So: % diff        =        (15/130) x 100
                    =        11.5%

  Tips:
   •Learn all the different ‘calculate percentage…’ methods.
   •Make sure you use the correct SI unit in your answer
   •Make up a booklet of all the possible types of calculations you have learned to use
Objective 2
Describe
"Give a detailed account."                                  P lan t A


                                                                                                                    6
Example:




                                                               D N A co ntent in each
                                                                                         cell / arbitrary u nits
  “Describe the events that are
  occurring inside the cells of plant A                                                                             3

  between 11 and 13 hours.
   1. chromosomes {move to / at} opposite poles of cell / eq;
   2. reference to formation of nucleus / eq;                        0                                                  2   4   6   8   10   12   14   16   18   20    22   24   26   28   30   32   34   36

   3. reference to formation of cell {plate / wall};                                                                                                   Tim e / hours

   4. {cell splits in two / eq} / reference to cytokinesis;P lan t B
  “Describe Describe how you would prepare a root tip squash so
                                            6
  that mitosis could be studied.”


                                                               D N A co nten t in each
                                                                                         cell / arb itrary un its
   1.         Reference to named stain (acetic orcein / acetocarmine /Feulgens / Schiffs);
   2.         {Warm / heat} (with the stain / acid);             3
   3.         Break open tip (with needle / eq);
   4.         {Mount / eq} in {stain / acid / water / glycerol};
   5.         (Gently) squash under coverslip / eq;
   6.         Warm (gently to intensify stain);                    0 2 4 6 8 10 12 14 16 18 20                                                                         22   24   26   28   30   32   34   36

                                                                                                                                                       Tim e / hours
   Tips:
   •Descriptions are not explanations
   •Pay attention to the number of marks available
   •Descriptions can be of processes or of parts of a data response graph
Objective 2
Distinguish
"Give the differences between two or more different items."

Example:
  “Distinguish between autotroph and heterotroph.”




   Tips:
   •Looking for as many differences as there are marks awarded
   •No need to present similarities
   •Build a chart, with all possible compare/ distinguish questions you can think of
Objective 2
Distinguish
"Give the differences between two or more different items."

Example:
  “Distinguish between autotroph and heterotroph.”
   Autotroph: organism that synthesises its organic molecules from simple
   inorganic substances.
   Heterotroph: organism that obtains organic molecules from other organisms.




   Tips:
   •Looking for as many differences as there are marks awarded
   •No need to present similarities
   •Build a chart, with all possible compare/ distinguish questions you can think of
Objective 2
Estimate
"Find an approximate value for an unknown quantity."

Example:

  The student repeated the investigation
  using another wheat seedling. However,
  she replaced the mineral ion solution with
  soil from her garden. After two weeks
  the wheat seedlings had grown. She
  found the total increase in length to be
  5.2 mm.
  Use the graph to estimate the nitrate ion
  concentration of her soil.


  0.125 to 0.13 ;
  mmol dm-3 ;

  Tips:
   •Estimations may come from graphical questions
   •Estimation techniques are used in ecology , rather than direct measurement
   •Make a note of all instances of ‘estimate’ in the subject guide
Objective 2
Identify
"Find an answer from a given number of possibilities."

Example:




                                                  Response time (secs)
  “Identify the response time of group 2
  on day 31 of the study.”



   “Identify the group with the largest
   difference in response time from
   day 2 to day 31.”

                                                                                       May2009TZ1SLP3




   Tips:
   •Identify – pick one single answer
   •Practice making your own ‘identify’ questions using different types of graphs
   •Identify can also be used for parts of diagrams, such as curves, organelles etc.
Objective 2
Identify
"Find an answer from a given number of possibilities."

Example:




                                                  Response time (secs)
  “Identify the response time of group 2
  on day 31 of the study.”
      183 seconds (unit needed)

   “Identify the group with the largest
   difference in response time from
   day 2 to day 31.”

                                                                                       May2009TZ1SLP3




   Tips:
   •Identify – pick one single answer
   •Practice making your own ‘identify’ questions using different types of graphs
   •Identify can also be used for parts of diagrams, such as curves, organelles etc.
Objective 2
Identify
"Find an answer from a given number of possibilities."

Example:




                                                  Response time (secs)
  “Identify the response time of group 2
  on day 31 of the study.”
      183 seconds (unit needed)

   “Identify the group with the largest
   difference in response time from
   day 2 to day 31.”
       Group 3                                                                         May2009TZ1SLP3




   Tips:
   •Identify – pick one single answer
   •Practice making your own ‘identify’ questions using different types of graphs
   •Identify can also be used for parts of diagrams, such as curves, organelles etc.
Objective 2
Outline
“Give a brief account or summary."

Example:
  “Outline the light dependent reactions of photosynthesis (6 marks).”




  Tips:
   •Pay close attention to the number of marks available
   •Present answers clearly to get the complete number of marks
   •Outline is a summary or account, without reasons or explanation (step-by-step)
Objective 2
Outline
“Give a brief account or summary."

Example:
  “Outline the light dependent reactions of photosynthesis (6 marks).”
    Light energy is absorbed by photosystem II;
    Electrons excited/ photoactivated by absorption of light energy;
    Electron passed along a series of carriers;
    NADP+ reduced to NADPH + H+;
    Photolysis of water produces oxygen and hydrogen;
    Called non-cyclic photophosphorylation;
    H+ pumped across thylakoid membrane, through ATP synthase
    (by chemiosmosis), generating ATP.




  Tips:
   •Pay close attention to the number of marks available
   •Present answers clearly to get the complete number of marks
   •Outline is a summary or account, without reasons or explanation (step-by-step)
Objective 3
Compare
"Give an account of similarities and differences between two (or more)
items, referring to both (all) of them throughout."
Example:
  “Compare the trend in ventilation rate with the
  trend in tidal volume at high treadmill speeds.”



   “Compare rod and cone cells.”




                                                                                 QuestionBank CD Rom




   Tips:
   •Marks are available for similarities and differences – often found in data questions
   •Create comparison charts for as many topics as possible
   •Present answers in tables for clarity
Objective 3
Compare
"Give an account of similarities and differences between two (or more) items,
referring to both (all) of them throughout."
Example:
  “Compare the trend in ventilation rate with the
  trend in tidal volume at high treadmill speeds.”
   Ventilation rate continues to increase, where tidal
   volume approaches a plateau.

   “Compare rod and cone cells.”




                                                                                 QuestionBank CD Rom




   Tips:
   •Marks are available for similarities and differences – often found in data questions
   •Create comparison charts for as many topics as possible
   •Present answers in tables for clarity
Objective 3
Compare
"Give an account of similarities and differences between two (or more) items,
referring to both (all) of them throughout."
Example:
  “Compare the trend in ventilation rate with the
  trend in tidal volume at high treadmill speeds.”
   Ventilation rate continues to increase, where tidal
   volume approaches a plateau.

   “Compare rod and cone cells.”
   Rod cells                      Cone cells
   Dim light conditions           Bright light conditions;

   One type, sensitive to all     Three types, sensitive to specific
   wavelengths of light           wavelengths;
                                                                                 QuestionBank CD Rom
   Multiple cones feed into one   One cone feeds into one sensory
   sensory neuron                 neuron;


   Tips:
   •Marks are available for similarities and differences – often found in data questions
   •Create comparison charts for as many topics as possible
   •Present answers in tables for clarity
Objective 3
Construct
"Represent or develop in graphical form."

Example:
  “Construct a pyramid of energy for this grassland:
           The total solar energy received by a grassland is 5 l05 kJ m–2 y–1. The
           net production of the grassland is 5 102 kJ m–2 y–1 and its gross
           production is 6 l02 kJ m–2 y–1. The total energy passed on to primary
           consumers is 60 kJ m–2 y–1. Only 10 % of this energy is passed on to the
           secondary consumers.”




   Tips:
   •Read the information passages very carefully and underline important points
   •Use scrap paper before committing your answer to the exam paper
   •Practice by making construct questions for your friends
Objective 3
Construct
"Represent or develop in graphical form."

Example:
  “Construct a pyramid of energy for this grassland:
           The total solar energy received by a grassland is 5 l05 kJ m–2 y–1. The
           net production of the grassland is 5 102 kJ m–2 y–1 and its gross
           production is 6 l02 kJ m–2 y–1. The total energy passed on to primary
           consumers is 60 kJ m–2 y–1. Only 10 % of this energy is passed on to the
           secondary consumers.”


                                           Secondary consumers: 6kJ m–2 y–1

                                               Primary consumers: 60 kJ m–2 y–1
                                                         Producers: 600 kJ m–2 y–1



   Tips:
   •Read the information passages very carefully and underline important points
   •Use scrap paper before committing your answer to the exam paper
   •Practice by making construct questions for your friends
Objective 3
Deduce
"Reach a conclusion from the information given."

Example:
  “Deduce the names of substances B and D.”




                                              “Deduce the effects of sustained pollution
                                              which kills decomposers on autotrophic
                                              productivity.”




  Tips:
   •Deduce means ‘work it out’!
   •When revising, make deduce questions for your friends, asking them to explain how
   they arrived at their answer
Objective 3
Deduce
"Reach a conclusion from the information given."

Example:
  “Deduce the names of substances B and D.”
   B = lactic acid   D = carbon dioxide


                                              “Deduce the effects of sustained pollution
                                              which kills decomposers on autotrophic
                                              productivity.”




  Tips:
   •Deduce means ‘work it out’!
   •When revising, make deduce questions for your friends, asking them to explain how
   they arrived at their answer
Objective 3
Deduce
"Reach a conclusion from the information given."

Example:
  “Deduce the names of substances B and D.”
   B = lactic acid   D = carbon dioxide


                                              “Deduce the effects of sustained pollution
                                              which kills decomposers on autotrophic
                                              productivity.”
                                               Autotrophs need nutrients;
                                               Decomposers recycle nutrients into soil;
                                               Fewer decomposer, reduced recycling of nutrients;
                                               Therefore reduced productivity.


  Tips:
   •Deduce means ‘work it out’!
   •When revising, make deduce questions for your friends, asking them to explain how
   they arrived at their answer
Objective 3
Determine
"Find the only possible answer."

Example:
  “Determine which hemisphere is
  Most awake when the right eye is open.”




                                                                    QuestionBank CD Rom




   Tips:
   •‘Determine’ often means you need to go a step further than just ‘identify’
   •Try to design your own ‘determine’ questions, based on graphical data or tables
Objective 3
Determine
"Find the only possible answer."

Example:
  “Determine which hemisphere is
  Most awake when the right eye is open.”
     Left hemisphere
     (shows biggest change from activity when both
     eyes are closed)


                                                                    QuestionBank CD Rom




   Tips:
   •‘Determine’ often means you need to go a step further than just ‘identify’
   •Try to design your own ‘determine’ questions, based on graphical data or tables
Objective 3
Discuss
"Give an account including, where possible, a range of arguments for and against
the relative importance of various factors, or comparisons of alternate hypotheses."
Example:
  “Discuss the benefits and perceived risks of vaccination against
  bacterial and viral pathogens.”




   Tips:
   •Pay close attention to the number of marks available and present answer clearly
   •Look out for qualifiers in the question, such as ‘named example’, etc.
   •Include two or more perspectives in the answer
   • Practice with all ‘discuss’ assessment statements in the subject guide
Objective 3
Discuss
"Give an account including, where possible, a range of arguments for and against
the relative importance of various factors, or comparisons of alternate hypotheses."
Example:
  “Discuss the benefits and perceived risks of vaccination against
  bacterial and viral pathogens.”
   Benefits:                                            Perceived risks:
   - Prevent disease;                                   - Some minor side effects
   - Prevent epidemics;                                 - Some might be allergic
   - Healthier population;                              - Might show symptoms of illness
   - More cost-effective than treating disease;         - Risks might be perceived, though lack
   - Economical benefit, less absenteeism;              evidence base, such as MMR scare
   - Eradicate diseases, e.g. smallpox;
   - Quicker immune response to disease;
   - Prevent disease-related disability


   Tips:
   •Pay close attention to the number of marks available and present answer clearly
   •Look out for qualifiers in the question, such as ‘named example’, etc.
   •Include two or more perspectives in the answer
   • Practice with all ‘discuss’ assessment statements in the subject guide
Objective 3
Evaluate
"Assess the implications and limitations."

Example:
  “Evaluate the evidence for global
  warming, using figures A and B (2).”




   Tips:
   •Do not just describe the graphs or methods, use evaluative language
   •Read the introductory passage very carefully – to what extent do the data address the aims of
   the investigation?
   •Pay attention to the number of marks available
Objective 3
Evaluate
"Assess the implications and limitations."

Example:
  “Evaluate the evidence for global
  warming, using figures A and B (2).”
    Trend for egg laying moving earlier over
    the study period;
    Correlation with increasing mean may
    temperatures;
    Higher temperature leads to earlier egg
    laying;
    Data are highly variable, especially in
    figure A/ correlation not strong.




   Tips:
   •Do not just describe the graphs or methods, use evaluative language
   •Read the introductory passage very carefully – to what extent do the data address the aims of
   the investigation?
   •Pay attention to the number of marks available
Objective 3
Explain
"Give a detailed account of causes, reasons or mechanisms."

Example:
  “Explain how differential gene expression could result in the specialisation
  of cells..”

   1. ref to correct stimulus e.g. chemical ;
   2. some genes {switched off / switched on / eq}
   3. mRNA from {switched on / eq} genes ;
   4. mRNA translated / eq ;
   5. idea of {protein synthesised / different proteins produced} ;
   6. which (permanently) modify cell (to become specialised) /description of a
   modification/eq ;




  Tips:
   •Pay attention to the number of marks available
   •Read the question carefully – are there any other qualifiers (e.g. ‘named example’)
   that must be addressed in order to get the marks?
Objective 3
Predict
"Give an expected result."

Example:
  “Predict, with a reason, the effect on
  glucose uptake by facilitated diffusion of
  increasing the external glucose
  concentration to 30mmol dm-3.”




                                                                               QuestionBank CD Rom




   Tips:
   •Pay attention to number of marks and qualifiers, e.g. ‘with a reason’.
   •Look for trends in the data and continue them onward
   •When practicing, test yourself by looking at datasets and making predictions
Objective 3
Predict
"Give an expected result."

Example:
  “Predict, with a reason, the effect on
  glucose uptake by facilitated diffusion of
  increasing the external glucose
  concentration to 30mmol dm-3.”

   Glucose uptake will remain constant.
   Most or all protein channels are in use.




   Tips:
   •Pay attention to number of marks and qualifiers, e.g. ‘with a reason’.
   •Look for trends in the data and continue them onward
   •When practicing, test yourself by looking at datasets and making predictions
Objective 3
Show
"Give the steps in a calculation or derivation."

Example:
  “A male and female with normal colour vision each
  have a father who is colour blind. They are
  planning to have children. Predict, showing your
  working, the possible phenotypes and genotypes
  of male and female children.”

     Colour blindness is X-linked, recessive;                               female
     Key to alleles: XN = normal, Xn = colour blind;              male      XN       Xn
     Male must be XN Y, to be unaffected, Female
                                                                  XN         XN XN XNXn
     must be XN Xn;
     Daughters will be 100% normal phenotype;                     Y         XN Y     XnY
     Sons will be 50% normal, 50% colour blind.

   Tips:
   •Look out for this in ‘calculate’ or ‘determine’ questions
   •Pay attention to number of marks available for amount of detail to be shown
   •Present all working clearly and step-wise to ensure examiner understands it
Objective 3
Sketch
"Represent by means of a graph showing a line and labeled but unscaled
axes - with important features (for example intercept) clearly indicated."
Example:
  “Sketch a graph to predict the effect of manipulating pH on the activity of
  an enzyme which has an optimal pH of 7.”




   Tips:
   •Definitions are in the subject guide
   •Break the definition into its component parts – this will help with explanations
   •Make up a vocab list or use an online glossary to help with define questions
Objective 3
Sketch
"Represent by means of a graph showing a line and labeled but unscaled
axes - with important features (for example intercept) clearly indicated."
Example:
  “Sketch a graph to predict the effect of manipulating pH on the activity of
  an enzyme which has an optimal pH of 7.”




   Tips:
   •Definitions are in the subject guide
   •Break the definition into its component parts – this will help with explanations
   •Make up a vocab list or use an online glossary to help with define questions
Objective 3
Suggest
"Propose a hypothesis or other possible answer."

Example:
  “Seedbanks have been set up around the world to help conserve rare plant
  species.
  Suggest why seed germination is tested at regular intervals.


  1. idea that checking {seed viability / germination success / eq } ;
  2. allows new seeds to be produced / eq ;
  3. idea that stored seeds may need replacing e.g. due to decay / death ;




  Tips:
   •Apply your reasoning to a possibly unknown situation
   •Pay attention to the number of marks available
   •Practice these questions with friends – can you explain your suggestions to each other?
More exam tips & resources
“You may never know what results come of your action, but if you do
nothing there will be no result.” ~ Mahatma Gandhi

Make up books or portfolios for equations, diagrams, explanations and
data analysis practice.
Pair up with people who will help you succeed – not necessarily your
dense mates. Test your understanding by explaining to others.
Open up loads of past paper examples. You can find them all on the A-
level Biology revision site on the gateway
Look up some of the free review internet sources:

        Khan Academy - http://www.khanacademy.org/science/biology
        Bio –Coach - http://www.phschool.com/science/biology_place/biocoach/
        S-Cool - http://www.s-cool.co.uk/a-level/biology

Wake up each day, after a good night’s sleep. Don’t do all-nighters,
they’re bad for your brain. Definitely don’t sleep through the exam.

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Command words for Biology

  • 1. Command Words in A-Level Biology Exams
  • 2. All Biology questions and assessment statements are built around these command terms, which let you know exactly what is expected of you.
  • 3. All Biology questions and assessment statements are built around these command terms, which let you know exactly what is expected of you. Design Annotate State Comment Define Explain Discuss Determine Distinguish Estimate List Outline Deduce Draw Show Solve Evaluate Suggest Label Identify Derive Compare Predict Describe Calculate Sketch
  • 4. All Biology questions and assessment statements are built around these command terms, which let you know exactly what is expected of you. They are grouped according to the objectives of IB Biology: Objective 1: Demonstrate an understanding of: - scientific facts and concepts Define State Draw - scientific methods and techniques - scientific terminology Label List - methods of presenting scientific information
  • 5. All Biology questions and assessment statements are built around these command terms, which let you know exactly what is expected of you. They are grouped according to the objectives of IB Biology: Objective 1: Demonstrate an understanding of: - scientific facts and concepts Define State Draw - scientific methods and techniques - scientific terminology Label List - methods of presenting scientific information Objective 2: Apply and Use: Distinguish Describe Identify - scientific facts and concepts - scientific methods and techniques Calculate Outline - scientific terminology to communicate effectively - appropriate methods of presenting scientific information Annotate Estimate
  • 6. All Biology questions and assessment statements are built around these command terms, which let you know exactly what is expected of you. They are grouped according to the objectives of IB Biology: Objective 1: Demonstrate an understanding of: - scientific facts and concepts Define State Draw - scientific methods and techniques - scientific terminology Label List - methods of presenting scientific information Objective 2: Apply and Use: Describe Identify - scientific facts and concepts - scientific methods and techniques Calculate Outline - scientific terminology to communicate effectively - appropriate methods of presenting scientific information Annotate Estimate Objective 3: Construct, Analyse and Evaluate: Suggest Predict Evaluate Discuss - hypotheses, research questions and predictions Sketch Deduce Show - scientific methods and techniques Construct Comment Explain Solve Design - scientific explanations Derive Determine Compare
  • 7. General Revision and Learning Tips Learn and review all of the command terms Highlight the command terms - in the syllabus/ handbook Underline the command terms - in the Exam Understand what the question wants: - outline, explain and describe are not the same! - label and annotate are not the same! - discuss, evaluate and explain are not the same! - distinguish and compare are not the same! - analyse, evaluate and suggest are not the same! Present your answers neatly and clearly
  • 8. Using this presentation You can use this presentation as a tool for: • Learning the command terms • Picking up some examination tips • Testing your understanding of exam question types Suggestions: • Use the sample questions as a revision test: - try to answer each question on scrap paper before showing the answer key • Make up a collection of questions for each command term: - use past papers, the syllabus and the QuestionBank CD Rom.
  • 9. Objective 1 Define "Give the precise meaning of a word, phrase or physical quantity." Example: “Define diffusion and osmosis.” Tips: •Definitions are in the subject guide •Break the definition into its component parts – this will help with explanations •Make up a vocab list or use an online glossary to help with define questions
  • 10. Objective 1 Define "Give the precise meaning of a word, phrase or physical quantity." Example: “Define diffusion and osmosis.” Diffusion is the passive movement of particles from regions of high concentration to lower concentration. Osmosis is the passive movement of water molecules, across a partially (selectively) permeable membrane, from a region of lower solute concentration to a region of higher solute concentration. Tips: •Definitions are in the subject guide •Break the definition into its component parts – this will help with explanations •Make up a vocab list or use an online glossary to help with define questions
  • 11. Objective 1 Draw "Represent by means of pencil lines." Example: “Draw a labeled graph showing a typical sigmoidal population growth curve .” Tips: •Draw using clear, dark pencil lines (no colours) •Pay attention to whether it needs to be labeled or annotated •Make up drawings, graphs and diagrams revision book, and test each other
  • 12. Objective 1 Draw "Represent by means of pencil lines." Example: “Draw a labeled graph showing a typical sigmoidal population growth curve .” Tips: •Draw using clear, dark pencil lines (no colours) •Pay attention to whether it needs to be labeled or annotated •Make up drawings, graphs and diagrams revision book, and test each other
  • 13. Objective 1 Label "Add labels to a diagram." Example: “Label the chambers of the heart labelled A and B.” A = Right Atrium B = Left Ventricle Tips: •Generally, two correct labels are worth one mark •Make up drawings, graphs and diagrams revision book, and test each other •Revise and make links with regard to structures and their functions
  • 14. Objective 1 List "Give a sequence of names or other brief answers with no explanation." Example: “List seven levels in the hierarchy of taxa” “List three features of the lungs that maximise the rate of diffusion” Tips: •Lists can be used to present examples of any of the assessment statements •Use mnemonics for memory where the order of the list is important •Try to use examples that can link topics together, across the course
  • 15. Objective 1 List "Give a sequence of names or other brief answers with no explanation." Example: “List seven levels in the hierarchy of taxa” Kingdom, phylum, class, order, family, genus, species “List three features of the lungs that maximise the rate of diffusion” Tips: •Lists can be used to present examples of any of the assessment statements •Use mnemonics for memory where the order of the list is important •Try to use examples that can link topics together, across the course
  • 16. Objective 1 List "Give a sequence of names or other brief answers with no explanation." Example: “List seven levels in the hierarchy of taxa” Kingdom, phylum, class, order, family, genus, species “List three features of the lungs that maximise the rate of diffusion” Large surface area, alveoli are only 1 cell thick (small diffusion distance), good blood supply (maintains diffusion gradient) Tips: •Lists can be used to present examples of any of the assessment statements •Use mnemonics for memory where the order of the list is important •Try to use examples that can link topics together, across the course
  • 17. Objective 1 State "Give a specific name, value or other brief answer without an explanation or calculation." Example: “State which species is most distantly related to T. perkinsi on the basis of the tree diagram.” T. laboriosa Tips: •Definitions are in the subject guide •Break the definition into its component parts – this will help with explanations •Make up a vocab list or use an online glossary to help with define questions
  • 18. Objective 2 Annotate "Add brief notes to a diagram or graph." Example: “Annotate a graph showing hormone levels in the menstrual cycle.” Tips: •Annotate is more than just ‘label’ – some causes or explanation must be given •Make up a gallery of annotated graphs, diagrams, flow-charts etc, and use them as visual organisers in your revision of complex concepts
  • 19. Objective 2 Annotate "Add brief notes to a diagram or graph." Example: “Annotate a graph showing hormone levels in the menstrual cycle.” Tips: •Annotate is more than just ‘label’ – some causes or explanation must be given •Make up a gallery of annotated graphs, diagrams, flow-charts etc, and use them as visual organisers in your revision of complex concepts
  • 20. Objective 2 Calculate "Find a numerical answer, showing the relevant stages of working." Example: Response time (secs) “Calculate the percentage difference in .”response time of the control group from day 2 to day 31 May2009TZ1SLP3 Tips: •Learn all the different ‘calculate percentage…’ methods. •Make sure you use the correct SI unit in your answer •Make up a booklet of all the possible types of calculations you have learned to use
  • 21. Objective 2 Calculate "Find a numerical answer, showing the relevant stages of working." Example: Response time (secs) “Calculate the percentage difference in .”response time of the control group from day 2 to day 31 - increases from 130s to 145s -145-130 = 15s -Percentage difference = of the original measurement? May2009TZ1SLP3 So: % diff = (15/130) x 100 = 11.5% Tips: •Learn all the different ‘calculate percentage…’ methods. •Make sure you use the correct SI unit in your answer •Make up a booklet of all the possible types of calculations you have learned to use
  • 22. Objective 2 Describe "Give a detailed account." P lan t A 6 Example: D N A co ntent in each cell / arbitrary u nits “Describe the events that are occurring inside the cells of plant A 3 between 11 and 13 hours. 1. chromosomes {move to / at} opposite poles of cell / eq; 2. reference to formation of nucleus / eq; 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 3. reference to formation of cell {plate / wall}; Tim e / hours 4. {cell splits in two / eq} / reference to cytokinesis;P lan t B “Describe Describe how you would prepare a root tip squash so 6 that mitosis could be studied.” D N A co nten t in each cell / arb itrary un its 1. Reference to named stain (acetic orcein / acetocarmine /Feulgens / Schiffs); 2. {Warm / heat} (with the stain / acid); 3 3. Break open tip (with needle / eq); 4. {Mount / eq} in {stain / acid / water / glycerol}; 5. (Gently) squash under coverslip / eq; 6. Warm (gently to intensify stain); 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 Tim e / hours Tips: •Descriptions are not explanations •Pay attention to the number of marks available •Descriptions can be of processes or of parts of a data response graph
  • 23. Objective 2 Distinguish "Give the differences between two or more different items." Example: “Distinguish between autotroph and heterotroph.” Tips: •Looking for as many differences as there are marks awarded •No need to present similarities •Build a chart, with all possible compare/ distinguish questions you can think of
  • 24. Objective 2 Distinguish "Give the differences between two or more different items." Example: “Distinguish between autotroph and heterotroph.” Autotroph: organism that synthesises its organic molecules from simple inorganic substances. Heterotroph: organism that obtains organic molecules from other organisms. Tips: •Looking for as many differences as there are marks awarded •No need to present similarities •Build a chart, with all possible compare/ distinguish questions you can think of
  • 25. Objective 2 Estimate "Find an approximate value for an unknown quantity." Example: The student repeated the investigation using another wheat seedling. However, she replaced the mineral ion solution with soil from her garden. After two weeks the wheat seedlings had grown. She found the total increase in length to be 5.2 mm. Use the graph to estimate the nitrate ion concentration of her soil. 0.125 to 0.13 ; mmol dm-3 ; Tips: •Estimations may come from graphical questions •Estimation techniques are used in ecology , rather than direct measurement •Make a note of all instances of ‘estimate’ in the subject guide
  • 26. Objective 2 Identify "Find an answer from a given number of possibilities." Example: Response time (secs) “Identify the response time of group 2 on day 31 of the study.” “Identify the group with the largest difference in response time from day 2 to day 31.” May2009TZ1SLP3 Tips: •Identify – pick one single answer •Practice making your own ‘identify’ questions using different types of graphs •Identify can also be used for parts of diagrams, such as curves, organelles etc.
  • 27. Objective 2 Identify "Find an answer from a given number of possibilities." Example: Response time (secs) “Identify the response time of group 2 on day 31 of the study.” 183 seconds (unit needed) “Identify the group with the largest difference in response time from day 2 to day 31.” May2009TZ1SLP3 Tips: •Identify – pick one single answer •Practice making your own ‘identify’ questions using different types of graphs •Identify can also be used for parts of diagrams, such as curves, organelles etc.
  • 28. Objective 2 Identify "Find an answer from a given number of possibilities." Example: Response time (secs) “Identify the response time of group 2 on day 31 of the study.” 183 seconds (unit needed) “Identify the group with the largest difference in response time from day 2 to day 31.” Group 3 May2009TZ1SLP3 Tips: •Identify – pick one single answer •Practice making your own ‘identify’ questions using different types of graphs •Identify can also be used for parts of diagrams, such as curves, organelles etc.
  • 29. Objective 2 Outline “Give a brief account or summary." Example: “Outline the light dependent reactions of photosynthesis (6 marks).” Tips: •Pay close attention to the number of marks available •Present answers clearly to get the complete number of marks •Outline is a summary or account, without reasons or explanation (step-by-step)
  • 30. Objective 2 Outline “Give a brief account or summary." Example: “Outline the light dependent reactions of photosynthesis (6 marks).” Light energy is absorbed by photosystem II; Electrons excited/ photoactivated by absorption of light energy; Electron passed along a series of carriers; NADP+ reduced to NADPH + H+; Photolysis of water produces oxygen and hydrogen; Called non-cyclic photophosphorylation; H+ pumped across thylakoid membrane, through ATP synthase (by chemiosmosis), generating ATP. Tips: •Pay close attention to the number of marks available •Present answers clearly to get the complete number of marks •Outline is a summary or account, without reasons or explanation (step-by-step)
  • 31. Objective 3 Compare "Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout." Example: “Compare the trend in ventilation rate with the trend in tidal volume at high treadmill speeds.” “Compare rod and cone cells.” QuestionBank CD Rom Tips: •Marks are available for similarities and differences – often found in data questions •Create comparison charts for as many topics as possible •Present answers in tables for clarity
  • 32. Objective 3 Compare "Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout." Example: “Compare the trend in ventilation rate with the trend in tidal volume at high treadmill speeds.” Ventilation rate continues to increase, where tidal volume approaches a plateau. “Compare rod and cone cells.” QuestionBank CD Rom Tips: •Marks are available for similarities and differences – often found in data questions •Create comparison charts for as many topics as possible •Present answers in tables for clarity
  • 33. Objective 3 Compare "Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout." Example: “Compare the trend in ventilation rate with the trend in tidal volume at high treadmill speeds.” Ventilation rate continues to increase, where tidal volume approaches a plateau. “Compare rod and cone cells.” Rod cells Cone cells Dim light conditions Bright light conditions; One type, sensitive to all Three types, sensitive to specific wavelengths of light wavelengths; QuestionBank CD Rom Multiple cones feed into one One cone feeds into one sensory sensory neuron neuron; Tips: •Marks are available for similarities and differences – often found in data questions •Create comparison charts for as many topics as possible •Present answers in tables for clarity
  • 34. Objective 3 Construct "Represent or develop in graphical form." Example: “Construct a pyramid of energy for this grassland: The total solar energy received by a grassland is 5 l05 kJ m–2 y–1. The net production of the grassland is 5 102 kJ m–2 y–1 and its gross production is 6 l02 kJ m–2 y–1. The total energy passed on to primary consumers is 60 kJ m–2 y–1. Only 10 % of this energy is passed on to the secondary consumers.” Tips: •Read the information passages very carefully and underline important points •Use scrap paper before committing your answer to the exam paper •Practice by making construct questions for your friends
  • 35. Objective 3 Construct "Represent or develop in graphical form." Example: “Construct a pyramid of energy for this grassland: The total solar energy received by a grassland is 5 l05 kJ m–2 y–1. The net production of the grassland is 5 102 kJ m–2 y–1 and its gross production is 6 l02 kJ m–2 y–1. The total energy passed on to primary consumers is 60 kJ m–2 y–1. Only 10 % of this energy is passed on to the secondary consumers.” Secondary consumers: 6kJ m–2 y–1 Primary consumers: 60 kJ m–2 y–1 Producers: 600 kJ m–2 y–1 Tips: •Read the information passages very carefully and underline important points •Use scrap paper before committing your answer to the exam paper •Practice by making construct questions for your friends
  • 36. Objective 3 Deduce "Reach a conclusion from the information given." Example: “Deduce the names of substances B and D.” “Deduce the effects of sustained pollution which kills decomposers on autotrophic productivity.” Tips: •Deduce means ‘work it out’! •When revising, make deduce questions for your friends, asking them to explain how they arrived at their answer
  • 37. Objective 3 Deduce "Reach a conclusion from the information given." Example: “Deduce the names of substances B and D.” B = lactic acid D = carbon dioxide “Deduce the effects of sustained pollution which kills decomposers on autotrophic productivity.” Tips: •Deduce means ‘work it out’! •When revising, make deduce questions for your friends, asking them to explain how they arrived at their answer
  • 38. Objective 3 Deduce "Reach a conclusion from the information given." Example: “Deduce the names of substances B and D.” B = lactic acid D = carbon dioxide “Deduce the effects of sustained pollution which kills decomposers on autotrophic productivity.” Autotrophs need nutrients; Decomposers recycle nutrients into soil; Fewer decomposer, reduced recycling of nutrients; Therefore reduced productivity. Tips: •Deduce means ‘work it out’! •When revising, make deduce questions for your friends, asking them to explain how they arrived at their answer
  • 39. Objective 3 Determine "Find the only possible answer." Example: “Determine which hemisphere is Most awake when the right eye is open.” QuestionBank CD Rom Tips: •‘Determine’ often means you need to go a step further than just ‘identify’ •Try to design your own ‘determine’ questions, based on graphical data or tables
  • 40. Objective 3 Determine "Find the only possible answer." Example: “Determine which hemisphere is Most awake when the right eye is open.” Left hemisphere (shows biggest change from activity when both eyes are closed) QuestionBank CD Rom Tips: •‘Determine’ often means you need to go a step further than just ‘identify’ •Try to design your own ‘determine’ questions, based on graphical data or tables
  • 41. Objective 3 Discuss "Give an account including, where possible, a range of arguments for and against the relative importance of various factors, or comparisons of alternate hypotheses." Example: “Discuss the benefits and perceived risks of vaccination against bacterial and viral pathogens.” Tips: •Pay close attention to the number of marks available and present answer clearly •Look out for qualifiers in the question, such as ‘named example’, etc. •Include two or more perspectives in the answer • Practice with all ‘discuss’ assessment statements in the subject guide
  • 42. Objective 3 Discuss "Give an account including, where possible, a range of arguments for and against the relative importance of various factors, or comparisons of alternate hypotheses." Example: “Discuss the benefits and perceived risks of vaccination against bacterial and viral pathogens.” Benefits: Perceived risks: - Prevent disease; - Some minor side effects - Prevent epidemics; - Some might be allergic - Healthier population; - Might show symptoms of illness - More cost-effective than treating disease; - Risks might be perceived, though lack - Economical benefit, less absenteeism; evidence base, such as MMR scare - Eradicate diseases, e.g. smallpox; - Quicker immune response to disease; - Prevent disease-related disability Tips: •Pay close attention to the number of marks available and present answer clearly •Look out for qualifiers in the question, such as ‘named example’, etc. •Include two or more perspectives in the answer • Practice with all ‘discuss’ assessment statements in the subject guide
  • 43. Objective 3 Evaluate "Assess the implications and limitations." Example: “Evaluate the evidence for global warming, using figures A and B (2).” Tips: •Do not just describe the graphs or methods, use evaluative language •Read the introductory passage very carefully – to what extent do the data address the aims of the investigation? •Pay attention to the number of marks available
  • 44. Objective 3 Evaluate "Assess the implications and limitations." Example: “Evaluate the evidence for global warming, using figures A and B (2).” Trend for egg laying moving earlier over the study period; Correlation with increasing mean may temperatures; Higher temperature leads to earlier egg laying; Data are highly variable, especially in figure A/ correlation not strong. Tips: •Do not just describe the graphs or methods, use evaluative language •Read the introductory passage very carefully – to what extent do the data address the aims of the investigation? •Pay attention to the number of marks available
  • 45. Objective 3 Explain "Give a detailed account of causes, reasons or mechanisms." Example: “Explain how differential gene expression could result in the specialisation of cells..” 1. ref to correct stimulus e.g. chemical ; 2. some genes {switched off / switched on / eq} 3. mRNA from {switched on / eq} genes ; 4. mRNA translated / eq ; 5. idea of {protein synthesised / different proteins produced} ; 6. which (permanently) modify cell (to become specialised) /description of a modification/eq ; Tips: •Pay attention to the number of marks available •Read the question carefully – are there any other qualifiers (e.g. ‘named example’) that must be addressed in order to get the marks?
  • 46. Objective 3 Predict "Give an expected result." Example: “Predict, with a reason, the effect on glucose uptake by facilitated diffusion of increasing the external glucose concentration to 30mmol dm-3.” QuestionBank CD Rom Tips: •Pay attention to number of marks and qualifiers, e.g. ‘with a reason’. •Look for trends in the data and continue them onward •When practicing, test yourself by looking at datasets and making predictions
  • 47. Objective 3 Predict "Give an expected result." Example: “Predict, with a reason, the effect on glucose uptake by facilitated diffusion of increasing the external glucose concentration to 30mmol dm-3.” Glucose uptake will remain constant. Most or all protein channels are in use. Tips: •Pay attention to number of marks and qualifiers, e.g. ‘with a reason’. •Look for trends in the data and continue them onward •When practicing, test yourself by looking at datasets and making predictions
  • 48. Objective 3 Show "Give the steps in a calculation or derivation." Example: “A male and female with normal colour vision each have a father who is colour blind. They are planning to have children. Predict, showing your working, the possible phenotypes and genotypes of male and female children.” Colour blindness is X-linked, recessive; female Key to alleles: XN = normal, Xn = colour blind; male XN Xn Male must be XN Y, to be unaffected, Female XN XN XN XNXn must be XN Xn; Daughters will be 100% normal phenotype; Y XN Y XnY Sons will be 50% normal, 50% colour blind. Tips: •Look out for this in ‘calculate’ or ‘determine’ questions •Pay attention to number of marks available for amount of detail to be shown •Present all working clearly and step-wise to ensure examiner understands it
  • 49. Objective 3 Sketch "Represent by means of a graph showing a line and labeled but unscaled axes - with important features (for example intercept) clearly indicated." Example: “Sketch a graph to predict the effect of manipulating pH on the activity of an enzyme which has an optimal pH of 7.” Tips: •Definitions are in the subject guide •Break the definition into its component parts – this will help with explanations •Make up a vocab list or use an online glossary to help with define questions
  • 50. Objective 3 Sketch "Represent by means of a graph showing a line and labeled but unscaled axes - with important features (for example intercept) clearly indicated." Example: “Sketch a graph to predict the effect of manipulating pH on the activity of an enzyme which has an optimal pH of 7.” Tips: •Definitions are in the subject guide •Break the definition into its component parts – this will help with explanations •Make up a vocab list or use an online glossary to help with define questions
  • 51. Objective 3 Suggest "Propose a hypothesis or other possible answer." Example: “Seedbanks have been set up around the world to help conserve rare plant species. Suggest why seed germination is tested at regular intervals. 1. idea that checking {seed viability / germination success / eq } ; 2. allows new seeds to be produced / eq ; 3. idea that stored seeds may need replacing e.g. due to decay / death ; Tips: •Apply your reasoning to a possibly unknown situation •Pay attention to the number of marks available •Practice these questions with friends – can you explain your suggestions to each other?
  • 52. More exam tips & resources “You may never know what results come of your action, but if you do nothing there will be no result.” ~ Mahatma Gandhi Make up books or portfolios for equations, diagrams, explanations and data analysis practice. Pair up with people who will help you succeed – not necessarily your dense mates. Test your understanding by explaining to others. Open up loads of past paper examples. You can find them all on the A- level Biology revision site on the gateway Look up some of the free review internet sources: Khan Academy - http://www.khanacademy.org/science/biology Bio –Coach - http://www.phschool.com/science/biology_place/biocoach/ S-Cool - http://www.s-cool.co.uk/a-level/biology Wake up each day, after a good night’s sleep. Don’t do all-nighters, they’re bad for your brain. Definitely don’t sleep through the exam.