Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Command Terms IB ESS
| Term | Definition |
|---|---|
| Define | Give the precise meaning of a word phrase concept or physical quantity. |
| Draw | Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted and joined in a straight line or smooth curve. |
| Label | Add label to a diagram. |
| List | Give a sequence of brief answers with no explanation. |
| Measure | Obtain a value for a quantity. |
| State | Give a specific name, value or other brief answer without explanation or calculation. |
| Annotate | Add brief notes to a diagram or graph. |
| Apply | Use an idea, equation, principle, theory or law in relation to a given problem or issue. |
| Calculate | Obtain a numerical answer showing the relevant stages of working. |
| Describe | Give a detailed account. |
| Distinguish | Make clear the differences between two or more concepts or items. |
| Estimate | Obtain an approximate value. |
| Identify | Provide an answer from a number of possibilities. |
| Interpret | Use knowledge and understanding to recognize trends and draw conclusions from given information. |
| Outline | Give a brief account or summary. |
| Analyse | Break down in order to bring out the essential elements or structure. |
| Comment | Give a judgement based on a given statement or result of calculation. |
| Compare and contrast | Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout. |
| Construct | Display information in a diagrammatic or logical form. |
| Deduce | Reach a conclusion from the information given. |
| Demonstrate | Make clear by reasoning or evidence, illustrating with examples or practical application. |
| Derive | Manipulate a mathematical relationship to give a new equation or relationship. |
| Design | Produce a plan, simulation or model. |
| Determine | Obtain the only possible answer. |
| Discuss | Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence. |
| Evaluate | Make an appraisal by weighing up the strengths and limitations. |
| Explain | Give a detailed account including reasons or causes. |
| Examine | Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. |
| Justify | Provide evidence to support or defend a choice, decision, strategy or course of action. |
| Predict | Give an expected result. |
| Sketch | Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features. |
| Suggest | Propose a solution, hypothesis or other possible answer. |
| To what extent | Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument. |
Created by:
kingjdred
Popular Science sets