IB command terms

Question 1

Classify

Answer 1

Arrange or order by class or category.

Question 2

Define

Answer 2

This term wants the student to give a precise meaning of the given word, phrase or concept. Seems simple at first glance, but it how they want it given and often their details that guide this.

E.g. define oxidation in terms of change in oxidation state

A student could say, “oxidation is the loss of electrons” and they would be correct but did not answer the question. A right answer would be, “ oxidation is when the oxidation state of the element increases”. The answer used the details from the question and defined it how the examiner wanted it.

Question 3

Draw

Answer 3

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.
Graphs should have points correctly plotted (if appropriate) and joined in a straight
line or smooth curve.

Question 4

Label

Answer 4

Add labels to a diagram.

Question 5

List

Answer 5

Give a sequence of brief answers with no explanation.

Question 6

Measure

Answer 6

Obtain a value for a quantity.

Question 7

State

Answer 7

Give a specific name, value or other brief answer without explanation or calculation.

Question 8

Annotate

Answer 8

Add brief notes to a diagram or graph.

Question 9

Apply

Answer 9

Use an idea, equation, principle, theory or law in relation to a given problem or
issue.

Question 10

Calculate

Answer 10

Obtain a numerical answer showing the relevant stages in the working.

Question 11

Describe

Answer 11

Again this seems to be an easy term, the examiner wants you to give a detailed account. This can be easier said than done, students could write long answers but never actually convey the point of what they need to describe. The first thing to check is the marks for the question. If it only 2 marks they are looking for specific points and a 3 mark would want more depth in the detail. Students should construct concise sentences to address details for each mark.

Question 12

Distinguish

Answer 12

Make clear the differences between two or more concepts or items.

Question 13

Estimate

Answer 13

Obtain an approximate value.

Question 14

Formulate

Answer 14

Express precisely and systematically the relevant concept(s) or argument(s)

Question 15

Identify

Answer 15

Provide an answer from a number of possibilities

Question 16

Outline

Answer 16

The way this trips up students is they end up describing the concept or ideas in detail and wasting time. The idea of this term is to give a basic or brief summary of the concept and again marks are an important indicator of work needed. A common way this comes up in Chemistry and Biology is with experiment or data questions, both of which will be in Paper 2 and Paper 3. With data, the graph or table trends must be given and manipulation of data or ranges can score good points.

Question 17

Analyse

Answer 17

This is another term used in data questions, students have to break down and bring out essential points from the source or concept. Most likely the question will want the detail or essential points from more than one data source given. With concepts to analyse it will be referring to ideas from previous questions, and how that concept relates to the ideas.

Question 18

Comment

Answer 18

Give a judgment based on a given statement or result of a calculation.

Question 19

Compare

Answer 19

Give an account of the similarities between two (or more) items or situations,
referring to both (all) of them throughout.

Question 20

Compare and contrast

Answer 20

Give an account of similarities and differences between two (or more) items or
situations, referring to both (all) of them throughout.
——-
This is another term used in data questions, students have to break down and bring out essential points from the source or concept. Most likely the question will want the detail or essential points from more than one data source given. With concepts to analyse it will be referring to ideas from previous questions, and how that concept relates to the ideas.

Question 21

Construct

Answer 21

Display information in a diagrammatic or logical form.

Question 22

Deduce

Answer 22

Reach a conclusion from the information given.

Question 23

Demonstrate

Answer 23

Make clear by reasoning or evidence, illustrating with examples or practical
application.

Question 24

Derive

Answer 24

Manipulate a mathematical relationship to give a new equation or relationship.

Question 25

Design

Answer 25

Produce a plan, simulation or model.

Question 26

Determine

Answer 26

Obtain the only possible answer.

Question 27

Discuss

Answer 27

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.

Question 28

Evaluate

Answer 28

Make an appraisal by weighing up the strengths and limitations.

Question 29

Examine

Answer 29

Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

Question 30

Explain

Answer 30

Give a detailed account including reasons or causes.

Question 31

Explore

Answer 31

Undertake a systematic process of discovery.

Question 32

Interpret

Answer 32

Use knowledge and understanding to recognize trends and draw conclusions from given information.

Question 33

Justify

Answer 33

Give valid reasons or evidence to support an answer or conclusion. --------- Simply put the student must give a valid reason or evidence to support their answer. This can be from the data given, a trend in the graph or concept knowledge. Yet this term can vital in scoring marks, regularly it found in 1-mark questions. That means even if the answer correct, if it not justified or supported the mark will not be given. These are the main terms I have seen students go wrong on and lose marks. The important thing to take away from this blog is that to take time reading question and be sure you are addressing the question with a valid answer. With the exams only being a couple of months away we offer comprehensive lessons that can cover the full range of topic areas with practice in all styles of question. There is also the possibility to do full mocks with a detailed review of areas that need improvement. If you have questions about IB Chemistry or IB Biology just contact us and sure we will be able to help.

Question 34

Predict

Answer 34

Give an expected result.

Question 35

Show

Answer 35

Give the steps in a calculation or derivation.

Question 36

Sketch

Answer 36

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.

Question 37

Solve

Answer 37

Obtain the answer(s) using algebraic and/or numerical and/or graphical methods.

Question 38

Suggest

Answer 38

Propose a solution, hypothesis or other possible answer. --------- This term wants the student to give a solution, hypothesis or a possible answer. Students get stumped on this, as it can be very open to possibilities, yet a sensible answer is likely to get a mark.

Question 39

Test on command words

Answer 39

https://www.thinkib.net/chemistry/page/16287/objectives-command-terms