verbs unpacked and explained -...

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Verbs Unpacked and Explained. Often when it comes to answering questions, some students may not understand what the question is asking. Below is sourced from the glossary of terms in the Board of Studies Publication "The New High School Certificate Assessment Support Document". These verbs explain how a question is to be answered: its level of difficulty and in how much depth. In HSC questions, the verb normally starts the sentence. The difficulty depends on the verb: low difficulty, medium difficulty and high difficulty as well as the context to which the verb is related. For example, it is possible that a question with a lower level verb and a more complex context might be more challenging than one with a higher level verb and a simpler context.

Account - low 1. Account for: state reasons for, report on 2. Give an account of: narrate a series of events or

transactions eg Account for the loss of mass when a log is burnt.

Analyse - high Identify components and the relationship between them; draw out and relate implications eg Analyse the relationship between volcanoes and earthquakes

Apply – med. Use, utilise, employ in a particular situation eg Apply the principle of superposition to solve…….

Appreciate - high Make a judgement about the value of eg Appreciate effect of pesticides on aquatic organisms.

Assess - high Make a judgment of value, quality, outcomes, results or size eg Assess the impact of submarines on underwater exploration

Calculate – med/high Ascertain/determine from given facts, figures or information eg Calculate the location of the epicentre given the following data…..

Clarify - low Make clear or plain eg Clarify what is meant by the term “euphotic organism”

Classify - low Arrange or include in classes/categories eg Classify the following organisms as aquatic or terrestrial….

Collate - low Find information and place it in a set order. eg Collate the following information into ascending order….

Compare - low Show how things are similar or different eg Compare the adaptations of dogs and cats.

Construct - high Make; build; put together items or arguments eg Construct a dichotomous key to classify these minerals….

Contrast - med Show how things are different or opposite eg Contrast these two theories….

Critically Analyse / Evaluate - high Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analysis/evaluation) eg Critically evaluate the use of fertilisers on Australian farms.

Deduce - high Draw conclusions eg Deduce the relationship between cause and effect

Define - low State meaning and identify essential qualities eg Define the term “abiotic”

Demonstrate – low/med Show by example eg Demonstrate how this process may work.

Describe - low Provide characteristics and features eg Describe a fish

Design - high Use available resources and materials to create eg Design an experiment to investigate……

Determine - med To find out; use information to discover eg Determine the value of gold ore to industry.

Discuss - high Identify issues and provide points for and/or against. eg Discuss the usefulness of seismometers to earthquake prediction.

2 Distinguish - med Recognise or note/indicate as being distinct or different from; to note differences between eg Distinguish between Darwin’s and Lamarck’s theories of evolution.

Evaluate - high Make a judgement based on criteria; determine the value of eg Evaluate the usefulness of mining to society.

Examine - high Inquire into eg Examine the issues related to the use of open-cut mining in national parks.

Explain - med Relate cause and effect; make the relationships between things evident; provide why and/or how eg Explain how a volcano erupts explosively.

Extract - med Choose relevant and/or appropriate details eg Extract a value for the percentage of silicon in the

crust from the following table….

Extrapolate - med Infer from what is known eg Extrapolate from this trend possible future values of….

Identify – low /med Recognise and name eg Identify the catchment area in the following map…

Illustrate - med 1. Draw a diagram to explain 2. Show, using examples (either given or made up) eg Illustrate the following point with an example…..

Interpolate - med Find values or information in between other values or information eg Interpolate between the points of the graph to…

Interpret - med Draw meaning from eg Interpret the statement: “Water can be found anywhere”.

Investigate - high Plan, inquire into and draw conclusions about eg Investigate the conditions necessary for life

Justify - high Support an argument or conclusion eg Justify why mining should be stopped in this situation.

List - low Write down phrases only without further explanation eg List the variables used in this experiment.

Locate - low Find a particular item in a range eg Locate the position of the ore deposit on this map. Name – low State the label of a particular item or concept. eg Name an animal that meows.

Outline - low Sketch in general terms; indicate the main features of eg Outline the reasons for using positive air pressure in submarines. Predict - high Suggest what may happen based on available information eg Predict the results of this experiment…

Propose - high Put forward (for example a point of view, idea, argument, suggestion) for consideration or action eg Propose an alternative site for this mine.

Recall - low Present remembered ideas, facts or experiences eg Recall the atomic theory.

Recommend - high Provide reasons in favour eg Recommend a suitable chemical to use in this experiment.

Recount - med Retell a series of events using past tense and correct terms. eg Recount the historical developments leading to

our current theory of plate tectonics.

Relate - med To discuss one object by comparison to another. eg Relate the developments in electronics to the

improvements in geosensing technology

Select – low/med Given a variety of information, choose the best. No reason needed. eg Select the best material from the table below to build a bridge.

Summarise - low Express, concisely, the relevant details eg Summarise the information below in one paragraph.

Synthesise - high Putting together various elements to make a whole eg Synthesise an argument for the development of this site

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Verb Difficulty: Low /Medium /High Mark Range: 1-12

Definition: As stated in the BOS Assessment Support document

Language Features

Participants – Use of pronouns First person - I, me Second person - you Third person - they, them

Processes – the type of verb tense used in the piece of writing Past tense: actions that have already happened: eg. went, were, Present tense: actions that take place now: eg. is, Future tense: actions that will take place in the future: eg. will, Timeless present tense: actions that can occur at any time. eg. will,

a) Material /. Action Processes – how nouns are used in the answer. b) Relating Processes – how verbs are used to link one idea with another. c) Mental Processes – ways of displaying your thoughts and the way they are organised.

Cohesion – The range and type of connective words used.eg and, because, therefore a) Consequential – to show reasoning eg. because, as the result of, so that b) Comparative – to show similarities and contrasts eg. whereas, on the other hand, c) Additive – to include more information eg. and, in addition, as well as, also, moreover

Modality – The use of words to state or explain why a concept is necessary, possible or impossible eg It is probable that…. This is almost always written in the third person.

Normalisation – methods of making a statement objective and impersonal.

Vocabulary – the range and type of words used in the text.

Theme / Rheme ?????????????

Paragraphing – techniques of grouping the ideas into paragraphs.

Comments: Further explanation of the definition and breaking the verb into smaller categories.

Example: One example is given for each category. An indicative mark value is also given.

Scaffold A basic way of building the structure of the response.

Model An example of the verb. There is one example for each category given in the comments. Graphical symbols show the relationship between the answer and the scaffold to produce it.

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Account Difficulty: Low Mark Range: 1-3

Definition: 1. Account for: state reasons for, report on 2. Give an account of: narrate a series of events or transactions.

Language Features

Participants – Third person

Processes – timeless present tense is used: a) Material /. Action Processes – are used in evidence eg. Students will study if they… b) Relating Processes – are used to connect ideas eg. The responsibility of the government is to ensure all c) Mental Processes – are used to show opinions eg. Most people think that….

Cohesion – A full range of connective words are used: a) Consequential – to show reasoning eg. because, as the result of, so that b) Comparative – to show similarities and contrasts eg. whereas, on the other hand, c) Additive – to include more information eg. and, in addition, as well as, also, moreover

Modality – this is used in the recommendation section eg It is probable that…. Write will often use substitutions for “I” such as One would believe, It is obvious that…, Experts say….

Normalisation – this is used in a number of formal information texts and ensures objectivity. eg The influence of the media….

Vocabulary – mainly technical but this depends upon the audience.

Paragraphing – use of topic sentence and supporting detail.

Comments: This verb in practice builds on define by stating the concept to be accounted and describe by providing features of the concept being reported on.

When narrating series of events, the account should be logically sequenced usually by time (chronological sequence) or some other obvious way of producing a sequence.

5Example: 1. Account for the loss of mass when a log is burnt. 2

2. Give an account of the discoveries that led to our modern idea of the atom. 3

Scaffold

Format Signal Words Comments Topic Sentence On the whole, In general, Many,

Always, Every, Some, Numerous, Generally speaking, Usually

Restate the question into the stem of the answer.

Body 1. For instance, For example 2. Next, Then, Secondly,

Thirdly, Finally

Supporting sentences - about facts, statistics, examples - using signal words for adding

information. - (2) Sequence the events into

chronological order. Concluding Sentence Considering, Consequently, Thus Reformulate the topic sentence or summarise

the information.

Model 1. The loss of mass when a log is burnt occurs due to the combustion reaction that proceeds. The wood

material is combined with oxygen from the air to produce carbon dioxide and water. These products are formed as gases and are released into the atmosphere. Since these gases are being given off, the mass of the remaining log reduces.

2. Many people contributed to our current understanding of the atom. Democritus in the fifth century B.C.E. first suggested that materials were made of small, indivisible items called atoms. In the eighteenth century, John Dalton resurrected this concept to explain many observations that had been made. In the late eighteenth century J.J. Thomson experimented with cathode rays and came up with the idea of atoms like plum puddings. In the early twentieth century Ernest Rutherford did further experiment s that disproved the plum pudding model and he came up with the nuclear or solar system model. After this, Niels Bohr suggested that the electrons in atoms were in definite shells, which is basically the current model of the atom we have. This it can be seen that our idea of the atom has had contributions from many people.

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Analyse Difficulty: High Mark Range: 4-10

Definition: Identify components and the relationship between them; draw out and relate implications.

Language Features








Comments: There are five stages in this verb form: 1. Identifying the relationships between each component (introduction) 2. Defining each component by naming it. 3. Explain how each component is related to another. 4. Stating the implications or consequences of these relationships. 5. Relating consequences or relationships stated by describing the differences between

them.

Even achieving some of the levels above will attain part marks towards the answer.

7Example: Analyse the relationship between volcanoes and earthquakes. 4

Scaffold

Format Signal Words Comments Topic Sentences On the whole, In general, Many,


Define each component by recognising and naming them then identifying the relationships.

Body For instance, For example, One part,

Supporting sentences - about facts, statistics,

examples - using signal words for

adding information. Concluding Sentence Considering, Consequently, Thus Reformulate the topic sentence or

summarise the information.

Model There is an intimate relationship between volcanoes and some earthquakes. A volcano is an opening in the ground through which liquid rock called magma can escape. Generally speaking, a volcano consists of a region of magma under the earth called a magma chamber, a vent and a central mouth through which magma can escape. An earthquake is a sudden movement of the ground. The build up of pressure inside a volcano can cause the surrounding rocks to bulge and increase their pressure. If this pressure is suddenly released by the rocks breaking or the magma flowing to the surface, this can result in a sudden shaking of the ground causing an earthquake. For instance, earthquakes are associated with volcanoes located on the edges of continental plates on a map of the Earth. Consequently it is volcanism that can explain why some earthquakes are produced.

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Apply Difficulty: Medium Mark Range: 1-5

Definition: Use, utilise, employ in a particular situation

Language Features








Comments: This verb is normally in conjunction with another verb of similar or lower level.

9Example: Apply the principle of relativity to explain why length contracts at high speeds. 2

Scaffold

Format Signal Words Comments Topic Sentence According to, By, Using,

Utilising, Employing State the idea being used for the application.

Body For instance, For example Supporting sentences - about facts, statistics,


adding information. Concluding Sentence Considering, Consequently, Thus Reformulate the topic sentence to

include what it is being applied to

Model The principle of special relativity states that, as speed increases, the apparent length of a moving object appears to contract relative to a “stationary” observer. This is because the speed of light has been experimentally shown to be a constant. If a stationary observer were to measure the speed of light made by a beam of light moving with a moving observer, logic suggests that the actually speed measured would be the addition of the “stationary” speed plus the moving speed. However, the same value is measured irregardless of who does the measuring. This suggests that the measurements are different between the two observers. To compensate for the measurement, a “stationary” observer would say that a moving observer has a “shorter” metre ruler than his/her, hence length contracts as speed increases due to the theory of relativity.

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Appreciate Difficulty: High Mark Range: 3-8

Definition: Make a judgement about the value of

Language Features








Comments: Unlikely to be used in a question as this is an attitudinal verb and very subjective. It would normally be asked an assess verb form.

11 Example: Appreciate the effect of pesticides on aquatic organisms. 5

Scaffold

Format Signal Words Comments Introductory Paragraph

On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually

Need to define the criteria used to make the judgement.

Body: broken up into separate paragraphs – one for each point.

For instance, For example, Evidence for this, A case example,




summarise the information. Make the value judgement.

Model Pesticides have many different effects on aquatic organisms. In an aquatic environment, pesticides can be quickly dispersed and reach far places in a relatively short amount of time. The main intended effect of pesticides is on the nervous system of an organism but they also have effects on the liver, immune system, excretory systems, hormonal and reproductive systems to name a few.

Pesticides spread widely in aquatic environments. Many pesticides are not designed to be water-soluble; however, they all dissolve to some extent in water. Water movements can spread and disperse the pesticide to wide areas. The breakdown products of pesticides can often be as toxic as the original material and this breakdown process could take as little as a few days to as long as a few centuries, depending on the chemical nature of the pesticide.

The main effect of pesticides is on the nervous system of an organism. They are designed to kill an organism by blocking the nervous signals being transmitted. Unfortunately most organisms, including humans, have similar nervous systems, therefore once in an aquatic environment the pesticide quickly spreads to kill or injury any animal in the vicinity. Lower level poisoning by the pesticide affects the liver as it tries to break down the pesticides, producing the toxic by-products mentioned above; some pesticides mimic sex hormones and cause infertility in survivors and any related species; normally the immune system of the affected organism is badly damaged as well.

Consequently it can be seen that pesticides have many affects on all aquatic organisms and not just the intended species. Pesticides spread quickly in aquatic environment and may persist for centuries. They have many effects on the body systems of organisms that kill or maim the animal. Pesticides are not very nice at all!!

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Assess Difficulty: High Mark Range: 5-10

Definition: Make a judgement of value, quality, outcomes, results or size

Language Features








Comments: This verb is built by the following process: 1. Define the concept that will be judged. 2. Describe the examples that contribute towards the judgement. 3. Explain the criteria on which the judgement will be based. 4. Compare the different examples to show how you arrived at the value judgement.

13 Example: Assess the effect of pesticides on aquatic organisms. 5

Scaffold

Format Signal Words Comments Introductory Paragraph

On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually

Need to define the criteria used to make the judgement.

Body: broken up into separate paragraphs – one for each point.

For instance, For example, Evidence for this, A case example,




summarise the information. Make the value judgement.

Model Pesticides have many different effects on aquatic organisms. In an aquatic environment, pesticides can be quickly dispersed and reach far places in a relatively short amount of time. The main intended effect of pesticides is on the nervous system of an organism but they also have effects on the liver, immune system, excretory systems, hormonal and reproductive systems to name a few.

Pesticides spread widely in aquatic environments. Many pesticides are not designed to be water-soluble; however, they all dissolve to some extent in water. Water movements can spread and disperse the pesticide to wide areas. The breakdown products of pesticides can often be as toxic as the original material and this breakdown process could take as little as a few days to as long as a few centuries, depending on the chemical nature of the pesticide.

The main effect of pesticides is on the nervous system of an organism. They are designed to kill an organism by blocking the nervous signals being transmitted. Unfortunately most organisms, including humans, have similar nervous systems, therefore once in an aquatic environment the pesticide quickly spreads to kill or injury any animal in the vicinity. Lower level poisoning by the pesticide affects the liver as it tries to break down the pesticides, producing the toxic by-products mentioned above; some pesticides mimic sex hormones and cause infertility in survivors and any related species; normally the immune system of the affected organism is badly damaged as well.

Consequently it can be seen that pesticides have many affects on all aquatic organisms and not just the intended species. Pesticides spread quickly in aquatic environment and may persist for centuries. They have many effects on the body systems of organisms that kill or maim the animal. Pesticides are not very nice at all!!

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Calculate Difficulty: Medium – High Mark Range: 1-4

Definition: Ascertain / determine from given facts, figures or information.

Language Features








Comments: Normally used to calculate mathematical questions

15 Example: Calculate the distance covered by a car travelling at 60 km/hr in 5.0 seconds. 1

Scaffold

Format Signal Words Comments State all information given as well as the unknown.

Variable = Check for assumed or implicit information eg “at rest” means speed = 0 gravity always exists (g)

Write down equations that use these quantities

Use given or known formulas Convert units to standard units.

Solve the equations to find the unknown.

Rearrange algebraically first then substitute the values in. Be aware of the number of significant figures.

Check that the result answers the question.

Underline the answer.

Model d = ?? v = d/t t = 5.0 seconds ∴ d = vt = 16.7 m/s X 5 s = 83.3 m v = 60 km/hr

= sec3600

60000m

= 16.7 m/s

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Clarify Difficulty: Low Mark Range: 1-3

Definition: Make clear or plain

Language Features

Language Features








Comments: Use simpler language

17 Example: Clarify what is meant by the term “photosynthesis”

Scaffold

Format Signal Words Comments Topic Sentence Means, Is defined as, Body For instance, For example Supporting sentences

- about facts, statistics, examples

- using signal words for adding information.

Model

Photosynthesis is a process that occurs in plants where simple materials such as carbon dioxide and water are combined using the energy from sunlight into glucose and oxygen gas. This process takes place in chloroplasts in plant cells.

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Classify Difficulty: Low Mark Range: 1-3

Definition: Arrange or include in classes/categories

Language Features








Comments: 1. A formal classification system may have to be used. 2. If no classification system is obvious, then an arbitrary system may used - the criteria for

this system must be made explicit.

19 Example: 1. Classify the following organisms as aquatic or terrestrial: whales, seals, dogs, cats, gulls.

2.

Scaffold It is often best to summarise the information into a table using the classes as headings and specifying the criteria.

Model

Environment Aquatic Terrestrial Criteria Feeds and reproduces in water Feeds and reproduces on land. Examples Whales, seals. Dogs, cats, gulls.

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Collate Difficulty: Low – Science Specific Mark Range: 1-3

Definition: Find information and place it in a set order.

Language Features








Comments: This is similar in form to the list verb except that the information is given. The question should stipulate the order – if none is given, then use your discretion.

1. enumeratic – the general class or category plus a listing of parts. The listing of part can be in ascending or descending order of importance.

2. time/chronological order – listing in order of the time sequence.

21 Example: 1. Collate the following information into ascending order:

1857 – Jones discovers febbles. 1845 – Smith finds cocopals, 1917 – Nguyen stumbles across tyhyangs

2.

Scaffold Collate the material in bullet or numbered list form.

Model 1845 – Smith finds cocopals 1857 – Jones discovers febbles 1917 – Nguyen stumbles across tyhyangs

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Compare Difficulty: Low Mark Range: 1-5

Definition: Show how things are similar or different

Language Features








Comments: Focus on the likenesses of the two items.

23 Example: Compare the adaptations of dogs and cats. 2

Scaffold

Format Signal Words Comments Topic Sentence Like, In common, Just as, Many

similarities Describe basic features of the items to be compared.

Supporting sentences Similarly, Like, Both, As, Resemble



adding information. Concluding Sentence Therefore, Consequently, Thus, In

conclusion Reformulate the topic sentence or summarise the information.

Model Dogs and cats have many characteristics in common. They are both vertebrate mammals, which means that they have hair, females have mammary glands and bear live young. Dogs and cats are warm-blooded and are approximately the same size, although domestic dogs tend to larger in general than domestic cats. Both are carnivores and hunt large animals. Therefore, dogs and cats share many similarities.

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Construct Difficulty: High Mark Range: 3-10

Definition: Make; build; put together items or arguments

Language Features








Comments: This verb has several meanings: 1. Build a dichotomous key, theoretical model, plan, scene (scenario) 2. Make an argument – this can be one-sided.

25 Example: 1. Construct a dichotomous key to classify these minerals: quartz, emerald, olivine,

diamond, ruby, topaz, beryl. 3

2. Construct an argument for the recycling of rubbish. 4

Scaffold Format Signal Words Comments Introductory paragraph Some features include, Points

for the case, Reasons include State the basic arguments to be presented.



adding information. Concluding paragraph Considering, Consequently,

Thus Reformulate the topic sentence or summarise the information.

Model 1. A. Is the mineral clear?…………………………………………………………Yes Goto B

…………………………………………………………. .No Goto C B. Does it scratch corundum?………………………………………………….Yes - Diamond ………………………………………………………….. No – Quartz C. Is the mineral green?…………………………………………………………Yes Goto D …………………………………………………………... No Goto E D. Does the mineral shatter easily?………………………………………………Yes – Olivine ……………………………………………………………No - Emerald E. Is the mineral red?…………………………………………………………….Yes – Ruby …………………………………………………………… No Goto F F. Is the mineral yellow?…………………………………………………………Yes – topaz ……………………………………………………………. No - beryl

2. Rubbish should be recycled for various reasons. We may run out of raw materials, space to dump garbage or energy to process new materials. Much rubbish can be re-used effectively as fertilisers, new devices, new materials and Disposing of rubbish locks away the material used in the garbage. There may be substances that will run out shortly and these would be contained in dumps. Landfill is becoming toxic in many areas due to the nature of industrial garbage being thrown away and many landfill sites are being filled up. Some material such as aluminium requires lots of energy to process from scratch but little energy by recycling. This saves the environment in terms of the fuels used and mining of ore. Thus it can be seen that recycling of garbage is necessary for many reason if we are to survive.

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Contrast Difficulty: Medium Mark Range: 1-6

Definition: Show how things are different or opposite.

Language Features








Comments: Focus on contrasts where there are two main ways of organising the material.

27 Example: Contrast the theories of Newtonian or Classical physics and Relativistic physics. 3

Scaffold Format Signal Words Comments Topic Sentence Differences, Even though, State the criteria that will be used

to contrast the items. Supporting Sentences Compared, Judged against,

Differently, Otherwise, For instance, For example, Whereas





Model Newtonian physics, also called Classical physics, is quite different to Relativistic physics in many respects even though they both attempt to explain similar observations. Classical physics works well at low speeds and low gravity whereas relativity explains observations at high speeds and high gravity values. Relativity explains observations that classical physics cannot, such as the orbit of Mercury around the Sun. Classical physics predicts events in a systematic way and suggests that there is an absolute frame of reference compared to relativity which states that there is no absolute frame of reference. Thus it can be seen that although the two theories attempt to describe the nature of reality around them, they differ on major and fundamental issues.

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Critically Analyse / Evaluate Difficulty: High Mark Range: 4-10

Definition: Add a degree or level of accuracy depth, knowledge and understanding, logic questioning, reflection and quality to (analyse / evaluate)

Language Features








Comments: This is a compound verb created by combining the two forms. While the response should have all the features of analyse/evaluate, these features are extended through: 1. increasing the number of points used to support the response 2. exploring other, related issues to the main question. 3. stating any assumptions or premises made in making logical deductions. 4. leading the reader through the logic of the argument and showing how the logic is

consistent. 5. increased use of technical terms and a more complex sentence structure. 6. Evaluate must conclude with a value judgement based on the criteria stated.

29 Example: 1. Critically evaluate the use of fertilisers on Australian farms. 8

2. Critically analyse the relationship between volcanoes and earthquakes. 8

Scaffold

Format Signal Words Comments Introductory paragraph Define each component by recognising and naming

them then identifying the relationships. Body For instance, For

example Supporting sentences

- about facts, statistics, examples - using signal words for adding information. - State any assumptions made or premises used. - State the logic of the arguments

Concluding paragraph Considering, Consequently, Thus

Reformulate the topic and summarise the information. Stating a judgement if it is an evaluate question.

Model 2. There is an intimate relationship between volcanoes and some earthquakes. A volcano is an opening in the

ground through which liquid rock called magma can escape. Generally speaking, a volcano consists of a region of magma under the earth called a magma chamber, a vent and a central mouth through which magma can escape. An earthquake is a sudden movement of the ground. The build up of pressure inside a volcano can cause the surrounding rocks to bulge and increase their pressure. If this pressure is suddenly released by the rocks breaking or the magma flowing to the surface, this can result in a sudden shaking of the ground causing an earthquake. For instance, earthquakes are associated with volcanoes located on the edges of continental plates on a map of the Earth. Consequently it is volcanism that can explain why some earthquakes are produced.

30

Deduce Difficulty: High Mark Range: 2-8

Definition: Draw conclusions

Language Features








Comments: The information used to make the deductions may either be supplied in the statement or from your own memory.

31 Example: Deduce the relationship between cause and effect.

Scaffold

Format Signal Words Comments Topic Sentence State the logical process used to make the

deduction. Body For instance, For example, Next Supporting sentences

- about facts, statistics, examples that support the deduction.


Concluding Sentence Considering, Consequently, Thus State the result of the deduction.

Model

32

Define Difficulty: Low Mark Range: 1-3

Definition: State meaning and identify essential qualities

Language Features








Comments: 1. Formal definitions are a direct quote of a term’s definition. 2. Stipulated definitions are when the writer has to explain a term for a particular purpose or

give his/her particular interpretation of the term.

33 Example: 1. Define the term “abiotic” 1

2. Define what is meant by the term “Simpson’s donkey”. 2

Scaffold Format Signal Words Comments Topic Sentence Term to be defined. Includes model definition

- use term or item - class - main distinguishing

features Body For instance, For example Elaboration on the definition.

Pronouns, if used, refer back to main term or item.

Concluding Sentence Considering, Consequently, Thus Not normally required.

Model 1. Abiotic means any material or factor that does not include living components. For example, a rock and the

weather are abiotic factors. 2. Simpson’s donkey is an expression coined in world war I to convey the idea of being carried, perhaps to

safety. It came into being when a bloke named Simpson used a donkey to ferry injured soldiers from the battlegrounds of Gallipoli to medical units.

34

Demonstrate Difficulty: Low – Medium Mark Range: 1-5

Definition: Show by example

Language Features








Comments: The difficulty of this verb depends on the information following it – experience is the only judge of what is expected.

35 Example: Demonstrate how the process of eating may work.

Scaffold

Format Signal Words Comments Topic Sentence Terms from the question. Restate what is to be

demonstrated. Body For instance, One example Supporting sentences

- about facts, statistics, examples


Concluding Sentence Considering, Consequently, Thus Reformulate the topic sentence or summarise the information.

Model When someone is eating, the first thing that happens to the food is that it is bitten. For example, an apple is too large to be consumed in one bite so a small piece is bitten off. The next step is chewing, which further breaks down the food. In our apple example, the apple is masticated and broken into smaller pieces. During this process saliva is mixed with the food to start digestion. Using the apple example, a mush is made out of saliva and small apple pieces. The food is finally swallowed. Thus the process of eating is shown using this apple example.

36

Describe Difficulty: Low-Medium Mark Range: 1-6

Definition: Provide characteristics and features.

Language Features


Processes – timeless present tense is used: a) Material /. Action Processes – are used providing features eg. A character feature of this is… b) Relating Processes – are used to connect ideas eg. This feature is important because… c) Mental Processes – are used to show opinions eg. Some people think that this feature….




Vocabulary – mainly technical but this depends upon the audience. Each feature or characteristic needs to be defined.

Paragraphing – use of topic sentence and supporting detail. The description should normally be a single paragraph.

Comments: This verb applies to several classes: 1. experimental investigations : the method, variables, controls, 2. process: state the steps in a process and explain each step in detail. 3.

37 Example: 1. Describe an investigation you performed to study the corrosion of iron by sea water.

2. Describe the process of osmosis.

Scaffold Format Signal Words Comments Topic Sentence On the whole, In general, Many,






Model 1. In an investigation to study the corrosion of iron by sea water, several variables such as air and dissolved oxygen in water, temperature and salinity were determined. In one test tube, air was excluded, the sea water boiled and standard sea water was kept at 20°C. This was the control test tube. In other test tubes the sea water was aerated, left standing or bubbled while keeping the other variables constant. Another set of test tubes varied the temperature in steps of 10 from 0°C to 40°C while the other variables were kept constant. The last set changed the salinity of the sea water from distilled to standard concentration to doubled the normal concentration (boiling sea water to half its volume).

38

Design Difficulty: High – Science Specific Mark Range: 2-8

Definition: Use available resources and materials to create

Language Features








Comments: This verb can be presented in several categories: 1. Experimental design: hjj 2. Argumentative design: tt

39 Example: Design an experiment to investigate…

Scaffold







Model

40

Determine Difficulty: Medium – Science Specific Mark Range: 1-6

Definition: To find out; use information to discover

Language Features








Comments: This

41 Example: Determine the value of gold ore to industry.

Scaffold







Model

42

Discuss Difficulty: High Mark Range: 4-10

Definition: Identify issues and provide points for and/or against.

Language Features








Comments: This verb also implies that you recommend a side based on the evidence that you supply. There are several types of discussion: 1. Issue – stating the issue and previewing the two sides of the argument. 2. Argument for and against – making points and then elaborating on each with

explanation and back-up evidence and examples. The supporting arguments can be grouped together; however, with more sophisticated writing arguments for and against can be alternated with each opposing point.

3. Recommendation – a summary of each position presented and concluding recommendations.

43 Example: Discuss the usefulness of seismometers to earthquake prediction.

Scaffold







Model

44

Distinguish Difficulty: Medium Mark Range: 2-6

Definition: Recognise or note / indicate as being distinct or different from; to note differences between

Language Features








Comments: This

45 Example: Distinguish between Darwin’s and Lamarck’s theories of evolution.

Scaffold







Model

46

Evaluate Difficulty: High Mark Range: 4-10

Definition: Make a judgement based on criteria; determine the value of

Language Features








Comments: This

47 Example: Evaluate the usefulness of mining to society.

Scaffold







Model

48

Examine Difficulty: High Mark Range: 3-8

Definition: Inquiry into

Language Features








Comments: This

49 Example: Examine the issues related to the use of open-cut mining in national parks.

Scaffold







Model

50

Explain Difficulty: Low- Medium Mark Range: 1-8

Definition: Relate cause and effect; make the relationships between things evident

Language Features








Comments: This

51 Example: Explain how a volcano erupts explosively.

Scaffold







Model

52

Extract Difficulty: Medium Mark Range: 1-5

Definition: Choose relevant and/or appropriate details.

Language Features








Comments: This

53 Example: Extract a value for the percentage of silicon in the crust from the following table.

Scaffold







Model

54

Extrapolate Difficulty: Medium Mark Range: 1-5

Definition: Infer from what is known

Language Features








Comments: This

55 Example: Extrapolate from this trend possible future values of …

Scaffold







Model

56

Identify Difficulty: Low – Medium Mark Range: 1-5

Definition: Recognise and name

Language Features








Comments: This

57 Example: Identify the catchment area in the following map…

Scaffold







Model

58

Illustrate Difficulty: Medium – Science Specific Mark Range: 1-3

Definition: 1. Draw a diagram to explain 2. Show, using examples, (either given or made up)

Language Features








Comments: This

59 Example: 1. Illustrate the water cycle.

2. Illustrate the following point with an example..







Model

60

Interpolate Difficulty: Medium Mark Range: 1-5

Definition: Find values or information in between other values or information.

Language Features








Comments: This

61 Example: Interpolate between the points of the graph to obtain a value for…

Scaffold







Model

62

Interpret Difficulty: Medium Mark Range: 1-6

Definition: Draw meaning from

Language Features








Comments: This

63 Example: Interpret the statement: “water can be found anywhere”.

Scaffold







Model

64

Investigate Difficulty: High Mark Range: 2-10

Definition: 1. Plan, inquire into and draw conclusions about (2. Plan and carry out an experimental procedure)

Language Features



Cohesion – A full range of connective words are used: a) Consequential – to show reasoning eg. because, as the result of, so tha t b) Comparative – to show similarities and contrasts eg. whereas, on the other hand, c) Additive – to include more information eg. and, in addition, as well as, also, moreover

Modality – this is used in the recommendation section eg It is probable tha t…. Write will often use substitutions for “I” such as One would believe, It is obvious that…, Experts say….




Comments: This

65 Example: Investigate the conditions necessary for life to evolve.

Scaffold







Model

66

Justify Difficulty: High Mark Range: 3-10

Definition: Support an argument or conclusion.

Language Features








Comments: This

67 Example: Justify why mining should be stopped in this situation.

Scaffold







Model

68

List Difficulty: Low Mark Range: 1-3

Definition: Write down phrases only without further explanation.

Language Features








Comments: There are several types of lists: 1. enumeratic – the general class or category plus a listing of parts. The listing of part can be

in ascending or descending order of importance. 2. process – describing the steps or stages. 3. time/chronological order – listing in order of the time sequence.

69 Example: 1. List the variables used in this experiment: Measuring the speed of a train.

2. List the steps required to make a cake. 3. List

Scaffold List the material one item underneath another.

Model First example Second example Third Example

Distance Time Air resistance Wind Velocity Expansion effects due to heating

70

Locate Difficulty: Low Mark Range: 1-3

Definition: Find a particular item in a range.

Language Features








Comments: This

71 Example: Locate the position of the ore deposit on this map.

Scaffold







Model

72

Name Difficulty: Low Mark Range: 1

Definition: State the label of a particular item or concept.

Language Features








Comments: This

73 Example:

Scaffold







Model

74

Outline Difficulty: Low Mark Range: 1-5

Definition: Sketch in general terms; indicate the main features of

Language Features








Comments: This

75 Example: Outline the reasons for using positive air pressure in submarines.

Scaffold







Model

76

Predict Difficulty: High Mark Range: 1-10

Definition: Suggest what may happen based on available information.

Language Features








Comments: This

77 Example: Predict the results of this experiment…

Scaffold







Model

78

Propose Difficulty: High Mark Range: 3-10

Definition: Put forward (for example a point of view, idea, argument, suggestion)

Language Features








Comments: This

79 Example: Propose an alternative site for this mine.

Scaffold







Model

80

Recall Difficulty: Low Mark Range: 1-3

Definition: Present remembered ideas, facts or experiences

Language Features








Comments: This

81 Example: Recall the atomic theory.

Scaffold







Model

82

Recommend Difficulty: High – Science Specific Mark Range: 3-10

Definition: Provide reasons in favour.

Language Features








Comments: This

83 Example: Recommend a suitable chemical to use in this experiment.

Scaffold







Model

84

Recount Difficulty: Medium Mark Range: 1-6

Definition: Retell a series of events using past tense and correct terms.

Language Features








Comments: This

85 Example: Recount the historical developments leading to our current theory of plate tectonics.

Scaffold







Model

86

Relate Difficulty: Medium Mark Range: 2-6

Definition: To discuss one object by comparison to another.

Language Features








Comments: This verb consists of two words: Relate ……to……. and its format is

Relate concept 1 to concept 2

The verb can be broken down into several levels: 1. Identify the two concepts to be compared. 2.

87 Example: Relate the developments in electronics to the improvements in geosensing technology.







Model

88

Select Difficulty: Low - Medium – Science Specific Mark Range: 1-4

Definition: Given a variety of information, choose the best. No reason needed.

Language Features








Comments: This

89 Example: Select the best material from the table below to build a bridge.

Scaffold







Model

90

Summarise Difficulty: Low Mark Range: 1-3

Definition: Express, concisely, the relevant details.

Language Features








Comments: This

91 Example: Summarise the information below in one paragraph…

Scaffold







Model

92

Synthesise Difficulty: High Mark Range: 3-10

Definition: Putting together various elements to make a whole

Language Features








Comments: This

93 Example: Synthesise an argument for the development of this site.

Scaffold







Model

94

What… Difficulty: Unknown Mark Range: 1-12

Definition: None.

Language Features








Comments: This term, although not defined, appears in most tasks.

95 Example:







Model

96

How to Construct Answers The scaffolds in the previous section displays the structure of a response, but how were these answers written? There are a few basic steps to writing an excellent answer:

1. Identify the verb or verbs in the question. Normally there should be only one verb. Occasionally a larger question may include two verbs. In this case BOTH verbs must be answered, either as individual parts of the question or at the level of the higher verb.

2. Select appropriate outcomes for the question. These outcomes come from the syllabus of the exam. Do not mix different outcomes across subjects – they are not the same. Each of the outcomes should be “unpacked” to show the type of answer expected at each different level.

3. Identify the level of achievement needed for each outcomes at each level.

4. Incorporate the level of achievement into the answer.

5. Structure the answer as indicated by the scaffolds.

6. Review the answer to ensure that it answer the question using the appropriate verb level.

The following pages provide example of answers written using the above rules.

97

How Answers Are Marked

Verbs Mapping Grid – Science This grid is an attempt to map the associated verbs with the level of achievement expected in each different stage. An excellent stage 4 student translates to a substantial stage 5 student.

Stage Elementary Satisfactory Good Substantial Excellent 4 States, Defines, Names,

Demonstrates, Identifies, Outlines, Recalls, Collates, Selects

Describes, Extracts (information), Explains, Compares, Summarises

Applies, Interprets, Recounts, Classifies

Compares, Accounts, Clarifies, Constructs, Contrasts, Deduces, Examines

Discusses, Extrapolates, Investigates

5 States, Defines, Names, Demonstrates, Identifies, Explains, Outlines, Recalls, Collates, Selects

Applies, Describes, Extracts (information), Compares, Distinguishes, Interprets, Recounts, Summarises

Classifies, Compares, Accounts, Clarifies, Constructs, Contrasts, Deduces, Examines, Determines, Illustrates

Analyses, Calculate, Discusses, Extrapolates, Investigates, Predicts, Designs

Assesses, Justifies, Proposes, Recommends

6 States, Defines, Names, Demonstrates, Identifies, Explains, Outlines, Recalls, Collates, Selects

Applies, Describes, Extracts (information), Compares, Distinguishes, Interprets, Recounts, Summarises

Classifies, Compares, Accounts, Clarifies, Constructs, Contrasts, Deduces, Examines, Determines, Illustrates

Uses mathematical models, Analyses, Calculate, Discusses, Extrapolates, Investigates, Predicts, Designs

Evaluates, Synthesises, Critically (analyse/evaluate), Appreciates, Assesses, Justifies, Proposes, Recommends

99

For Teachers

1. In pairs, create a scaffold and sample answer to an assigned verb. 2. Play a barrier game where one player has the detailed verb sheet and

the other player has the summary sheet.

verbs unpacked and explained -...

Documents