1. IB STUDENTS: 7 It's Down To Command Terms in IB Biology Created by: Stephen Taylor, BIS

2. All IB Biology questions and assessment statements are built around these command terms, which let you know exactly what is expected of you. All definitions of command terms are taken from the IB Biology Subject Guide: http://xmltwo.ibo.org/publications/migrated/production-app2.ibo.org/publication/7/part/1/chapter/7.html

3. All IB Biology questions and assessment statements are built around these command terms, which let you know exactly what is expected of you. Annotate Design State Analyse Comment Define Explain Apply Discuss Measure Distinguish Label Determine Derive Compare Outline Construct Describe Deduce List Solve Evaluate Draw Suggest Estimate Sketch Identify Show Calculate Predict All definitions of command terms are taken from the IB Biology Subject Guide: http://xmltwo.ibo.org/publications/migrated/production-app2.ibo.org/publication/7/part/1/chapter/7.html

4. All IB Biology questions and assessment statements are built around these command terms, which let you know exactly what is expected of you. They are grouped according to the objectives of IB Biology: Objective 1: Demonstrate an understanding of: - scientific facts and concepts - scientific methods and techniques - scientific terminology - methods of presenting scientific information Define Draw Measure State List Label All definitions of command terms are taken from the IB Biology Subject Guide: http://xmltwo.ibo.org/publications/migrated/production-app2.ibo.org/publication/7/part/1/chapter/7.html

5. All IB Biology questions and assessment statements are built around these command terms, which let you know exactly what is expected of you. They are grouped according to the objectives of IB Biology: Objective 1: Demonstrate an understanding of: - scientific facts and concepts - scientific methods and techniques - scientific terminology - methods of presenting scientific information Define Draw Measure State List Label Objective 2: Apply and Use: - scientific facts and concepts - scientific methods and techniques - scientific terminology to communicate effectively - appropriate methods of presenting scientific information Describe Identify Distinguish Outline Calculate Estimate Annotate Apply All definitions of command terms are taken from the IB Biology Subject Guide: http://xmltwo.ibo.org/publications/migrated/production-app2.ibo.org/publication/7/part/1/chapter/7.html

6. All IB Biology questions and assessment statements are built around these command terms, which let you know exactly what is expected of you. They are grouped according to the objectives of IB Biology: Objective 1: Demonstrate an understanding of: - scientific facts and concepts - scientific methods and techniques - scientific terminology - methods of presenting scientific information Define Draw Measure State List Label Objective 2: Apply and Use: - scientific facts and concepts - scientific methods and techniques - scientific terminology to communicate effectively - appropriate methods of presenting scientific information Describe Identify Distinguish Outline Calculate Estimate Annotate Apply Objective 3: Construct, Analyse and Evaluate: - hypotheses, research questions and predictions - scientific methods and techniques - scientific explanations Analyse Predict Suggest Discuss Show Sketch Deduce Design Solve Comment Explain Construct Derive Compare Evaluate Determine All definitions of command terms are taken from the IB Biology Subject Guide: http://xmltwo.ibo.org/publications/migrated/production-app2.ibo.org/publication/7/part/1/chapter/7.html

8. label and annotate are not the same!

9. discuss, evaluate and explain are not the same!

10. distinguish and compare are not the same!

11. analyse, evaluate and suggest are not the same!Presentyour answers neatlyandclearly

13. Picking up some examination tips

16. Break the definition into its component parts – this will help with explanations

18. Break the definition into its component parts – this will help with explanations

20. Pay attention to whether it needs to be labeled or annotated

22. Pay attention to whether it needs to be labeled or annotated

24. Make up drawings, graphs and diagrams revision book, and test each other

26. Make up drawings, graphs and diagrams revision book, and test each other

28. Use mnemonics for memory where the order of the list is important

30. Use mnemonics for memory where the order of the list is important

32. Use mnemonics for memory where the order of the list is important

34. Generally, you’ll need to calculate from a measurement, rather than measure directly

36. Break the definition into its component parts – this will help with explanations

38. Break the definition into its component parts – this will help with explanations

42. Make up some of your own dichotomous keys, for any topic or process

44. Make up some of your own dichotomous keys, for any topic or process

46. Make sure you use the correct SI unit in your answer

48. Make sure you use the correct SI unit in your answer

50. Make sure you use the correct SI unit in your answer

52. 145-130 = 15s

54. Make sure you use the correct SI unit in your answer

56. Pay attention to the number of marks available

58. Pay attention to the number of marks available

60. Pay attention to the number of marks available

62. No need to present similarities

64. No need to present similarities

66. Estimation techniques are used in ecology , rather than direct measurement

68. Estimation techniques are used in ecology , rather than direct measurement

70. Practice making your own ‘identify’ questions using different types of graphs

72. Practice making your own ‘identify’ questions using different types of graphs

74. Practice making your own ‘identify’ questions using different types of graphs

76. Present answers clearly to get the complete number of marks

78. Present answers clearly to get the complete number of marks

80. Pay attentiont to the number of marks available

82. Pay attention to the number of marks available

84. Create comparison charts for as many topics as possible

86. Create comparison charts for as many topics as possible

88. Create comparison charts for as many topics as possible

90. Use scrap paper before committing your answer to the exam paper

92. Use scrap paper before committing your answer to the exam paper

99. Look out for qualifiers in the question, such as ‘named example’, etc.

100. Include two or more perspectives in the answer

102. Prevent epidemics;

103. Healthier population;

104. More cost-effective than treating disease;

105. Economical benefit, less absenteeism;

106. Eradicate diseases, e.g. smallpox;

107. Quicker immune response to disease;

109. Some might be allergic

110. Might show symptoms of illness

112. Look out for qualifiers in the question, such as ‘named example’, etc.

113. Include two or more perspectives in the answer

115. Read the introductory passage very carefully – to what extent do the data address the aims of the investigation?

117. Read the introductory passage very carefully – to what extent do the data address the aims of the investigation?

120. some bacteria are killed;

121. some survive;

122. reproduce and pass on alleles that allowed resistance to antibiotics;

124. white moths more visible to predators;

125. black variants better camouflaged;

126. survive to reproduce and pass on alleles for black colour;

128. Read the question carefully – are there any other qualifiers (e.g. ‘named example’) that must be addressed in order to get the marks?

129. Provide basic definition or context information (often 1 or 2 marks)

131. Look for trends in the data and continue them onward

133. Look for trends in the data and continue them onward: extrapolate

135. Pay attention to number of marks available for amount of detail to be shown

137. Pay attention to number of marks available for amount of detail to be shown

139. Break the definition into its component parts – this will help with explanations

141. Break the definition into its component parts – this will help with explanations

143. Pay attention to the number of marks available

145. Pay attention to the number of marks available

147. For more IB Biology resources: http://sciencevideos.wordpress.com Creative Commons: Feel free to use this work, educationally and not for profit, with citations linking to the site above. If you like these resources, please donate to charity through Biology4Good http://wp.me/P7lr1-mm Cartoon from: http://assessment.uconn.edu/why1.htm