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cogverbs
definitions for command verbs y7 and y8
| Term | Definition |
|---|---|
| describe | What? Where? When? Who? Listing steps in process/flow chart, identify key element in data/graphs Observations from: data, experiments, diagrams |
| explain | More than just describing adding the why and the how provides meaning, reasons. Must be in a logical process |
| examine 1 | This is the first step to Analysing – a) In a physical sense – look closely by picking up objects –identify and describe what you see/feel/smell – look at how each aspect you notice works in connection with other aspects in the object |
| examine 2 | b) When looking at documents – you look closely – sort information into categories – similarities, differences, job requirements, function, purpose, class, hierarchies. |
| analyse 1 | Break down information from: experiments, data sets, research, lab experiments into its parts in order to find deeper meaning such as looking for relationships and connections |
| analyse 2 | -Relationships: compare & contrast, causes & effects, problems & solutions, food web, dichotomous keys -usually do this type of thinking to start the process of drawing conclusions, coming up with decisions. |
| compare | This is a specific type of analysis – you break down a component in its parts in order to look for similarities and differences. |
| reflect 1 | This is a stop and think verb – three steps to follow: CONNECT – What does what I have learnt connect to what I already know about the topic/my research question/my hypothesis? What does it mean to me? To the study of Science? |
| reflect 2 | EXPAND-How can this knowledge be expanded upon? (e.g improve an experiment, rephrase my questions, develop more solutions…) So what are the implications for my investigation? To the study of Science? |
| reflect 3 | CHALLENGE: What are the challenges/difficulties/issues I might face in developing my project? What are the challenges/difficulties issues faced by scientists when…. |
| conduct 1 | As in an experiment- carry out tests e.g. Decide what the CONTROL elements are – things that do not change when you change an element of the experiment |
| conduct 2 | Decide or use the DEPENDENT variable provided. This is normally the measureable element that occurs after you have made a change. This is what you collect data on. |
| conduct 3 | Decide on which element(s) of the experiment you will change – which will have impact on the element you are measuring. This is the INDEPENDENT variable. |
| suggest | Give a possible idea, explanation, proposal for an experiment, or changed variable in a an experiment This possible idea, explanation, proposal, or change has to logically fit with all of the information provided and it can’t go too far beyond. |
| infer | derive or conclude something from evidence and reasoning, rather than from explicit statements (look deeply at evidence from your primary data – qualitative/quantitative or your secondary data) -listen or read beyond what has been literally expressed; |
| justify | Evidence from: data collected – tables, graphs, statistics, secondary research, experiments undertaken Used to give good reasons why your chosen answer and/or conclusions drawn are correct. |
| predict | give an expected result of an upcoming action or event; |
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cogverbs
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