Command+terms

=Command terms with definitions= These command terms indicate the depth of treatment required for a given assessment statement and relate to the course objectives in the “Assessment objectives” section. Objectives 1 and 2 are lower-order skills and objectives 3, 4 and 5 relate to higher-order skills. These terms will be used in examination questions, and so it is important that students are familiar with the following definitions. =Objective 1= Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve. || =Objective 2= =Objectives 3, 4 and 5=
 * = **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 (straight edge) should be used for straight lines. Diagrams should be drawn to scale.
 * = **Label** || Add labels 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. ||
 * **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 a 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. ||
 * **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. ||
 * **Justify** || Give valid reasons or evidence to support an answer or conclusion. ||
 * **Predict** || Give an expected result. ||
 * **Solve** || Obtain the answer(s) using algebraic and/or numerical methods and/or graphical methods. ||
 * **Suggest** || Propose a solution, hypothesis or other possible answer. ||