HSC 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 starts the sentence. The difficulty depends on the verb: low difficulty, medium difficulty and high difficulty. 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” 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 Discuss - high Identify issues and provide points for and/or against. eg Discuss the usefulness of seismometers to earthquake prediction. 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.

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

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

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

Outline - low Sketch in general terms; indicate the main features of eg Outline the reasons for using positive air pressure in submarines.

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

Predict - high Suggest what may happen based on available information eg Predict the results of this experiment…

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… 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 to evolve.

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. 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

3

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.

Comments: Example:

Scaffold Format Topic Sentence

Body

Concluding Sentence

1. Account for the loss of mass when a log is burnt. 2. Give an account of the discoveries that led to our modern idea of the atom.

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually 1. For instance, For example 2. Next, Then, Secondly, Thirdly, Finally

Considering, Consequently, Thus

2 3

Comments Restate the question into the stem of the answer. Supporting sentences - about facts, statistics, examples - using signal words for adding information. - (2) Sequence the events into chronological order. 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. J.J. Thomson experimented with cathode rays and came up with the idea of atoms like plum puddings. Ernest Rutherford did further experiments that disproved the plum pudding model and he came up with the nuclear or solar system model. 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.

4

Analyse Difficulty:

High

Mark Range:

4-10

Definition:

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

Comments:

There are four stages in this verb form: 1. Defining each component by naming it. 2. Identifying the relationships between each component 3. Explain how each component is related to another. 4. Stating the implications or consequences of these relationships.

Example:

Analyse the relationship between volcanoes and earthquakes.

Scaffold Format Topic Sentences

Body

Concluding Sentence

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example, One part,

Considering, Consequently, Thus

4

Comments Define each component by recognising and naming them then identifying the relationships. Supporting sentences - about facts, statistics, examples - using signal words for adding information. 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.

5

Apply Difficulty:

Medium

Mark Range:

1-5

Definition:

Use, utilise, employ in a particular situation

Comments:

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

Example:

Apply the principle of relativity to explain why length contracts at high speeds.

Scaffold Format Topic Sentence Body

Signal Words According to, By, Using, Utilising, Employing For instance, For example

Concluding Sentence

Considering, Consequently, Thus

2

Comments State the idea being used for the application. Supporting sentences - about facts, statistics, examples - using signal words for adding information. 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.

6

Appreciate Difficulty:

High

Mark Range:

3-8

Definition:

Make a judgement about the value of

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.

Example:

Appreciate the effect of pesticides on aquatic organisms.

Scaffold Format Introductory Paragraph Body: broken up into separate paragraphs – one for each point.

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example, Evidence for this, A case example,

Concluding Sentence

Considering, Consequently, Thus

5

Comments Need to define the criteria used to make the judgement. Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or 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

Comments: Example: Scaffold Format Introductory Paragraph

Assess the effect of pesticides on aquatic organisms.

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

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example, Evidence for this, A case example,

Concluding Sentence

Considering, Consequently, Thus

5

Comments Need to define the criteria used to make the judgement. Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or 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.

Comments:

Normally used to calculate mathematical questions

Example:

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

Scaffold Format State all information given as well as the unknown. Write down equations that use these quantities Solve the equations to find the unknown.

Check that the result answers the question.

Signal Words Variable =

Comments Check for assumed or implicit information eg “at rest” means speed = 0 gravity always exists (g) Use given or known formulas Convert units to standard units. Rearrange algebraically first then substitute the values in. Be aware of the number of significant figures. Underline the answer.

Model d = ?? t = 5.0 seconds v = 60 km/hr 60000m = 3600 sec = 16.7 m/s

v = d/t ∴ d = vt = 16.7 m/s X 5 s = 83.3 m

1

9

Clarify Difficulty:

Low

Mark Range:

1-3

Definition:

Make clear or plain

Comments:

Use simpler language

Example:

Clarify what is meant by the term “photosynthesis”

Scaffold Format Topic Sentence Body

Signal Words Means, Is defined as, For instance, For example

Comments 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.

10

Classify Difficulty:

Low

Mark Range:

1-3

Definition:

Arrange or include in classes/categories

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.

Example:

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

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

Model Environment Criteria Examples

Aquatic Feeds and reproduces in water Whales, seals.

Terrestrial Feeds and reproduces on land. 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.

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.

Example:

Collate the following information into ascending order:

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

Comments:

Focus on the likenesses of the two items.

Example:

Compare the adaptations of dogs and cats.

Scaffold Format Topic Sentence Supporting sentences

Concluding Sentence

2

Signal Words Like, In common, Just as, Many similarities Similarly, Like, Both, As, Resemble

Comments Describe basic features of the items to be compared. Supporting sentences - about facts, statistics, examples - using signal words for adding information. Therefore, Consequently, Thus, In Reformulate the topic sentence or conclusion 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.

13

Construct Difficulty:

High

Mark Range:

3-10

Definition:

Make; build; put together items or arguments

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.

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 Introductory paragraph Body

Concluding paragraph

Signal Words Some features include, Points for the case, Reasons include For instance, For example

Considering, Consequently, Thus

Comments State the basic arguments to be presented. Supporting sentences - about facts, statistics, examples - using signal words for adding information. 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.

14

Contrast Difficulty:

Medium

Mark Range:

1-6

Definition:

Show how things are different or opposite.

Comments:

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

Example:

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

Scaffold Format Topic Sentence

Signal Words Differences, Even though,

Supporting Sentences

Compared, Judged against, Differently, Otherwise, For instance, For example, Whereas

Concluding Sentence

Considering, Consequently, Thus

Comments State the criteria that will be used to contrast the items. Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

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.

15

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)

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.

Example:

1. Critically evaluate the use of fertilisers on Australian farms. 2. Critically analyse the relationship between volcanoes and earthquakes.

Scaffold Format Introductory paragraph

Signal Words

Body

For instance, For example

Concluding paragraph

Considering, Consequently, Thus

8 8

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

16

Deduce Difficulty:

High

Mark Range:

2-8

Definition:

Draw conclusions

Comments:

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

Example:

Deduce the relationship between cause and effect.

Scaffold Format Topic Sentence

Signal Words

Body

For instance, For example, Next

Concluding Sentence

Considering, Consequently, Thus

Model

Comments State the logical process used to make the deduction. Supporting sentences - about facts, statistics, examples that support the deduction. - using signal words for adding information. State the result of the deduction.

17

Define Difficulty:

Low

Mark Range:

1-3

Definition:

State meaning and identify essential qualities

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.

Example:

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

Scaffold Format Topic Sentence

Signal Words Term to be defined.

Body

For instance, For example

Concluding Sentence

Considering, Consequently, Thus

1 2

Comments Includes model definition - use term or item - class - main distinguishing features Elaboration on the definition. Pronouns, if used, refer back to main term or item. 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.

18

Demonstrate Difficulty:

Low - Medium

Mark Range:

1-5

Definition:

Show by example

Comments: Example:

Demonstrate how this process may work.

Scaffold Format Topic Sentence Body

Signal Words

Comments

For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

Model

19

Describe Difficulty:

Low

Mark Range:

1-5

Definition:

Provide characteristics and features.

Comments:

This verb often applies to experimental investigations. See below for details.

Example:

1. Describe an investigation you performed to

Scaffold Format Topic Sentence

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

20

Design Difficulty:

High – Science Specific

Mark Range:

2-8

Definition:

Use available resources and materials to create

Comments: Example: Scaffold Format Topic Sentence

Design an experiment to investigate…

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

21

Determine Difficulty:

Medium – Science Specific

Mark Range:

1-6

Definition:

To find out; use information to discover

Comments: Example: Scaffold Format Topic Sentence

Determine the value of gold ore to industry.

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

22

Discuss Difficulty:

High

Mark Range:

4-10

Definition:

Identify issues and provide points for and/or against.

Comments: Example: Scaffold Format Topic Sentence

Discuss the usefulness of seismometers to earthquake prediction.

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

23

Distinguish Difficulty:

Medium

Mark Range:

2-6

Definition:

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

Comments: Example: Scaffold Format Topic Sentence

Distinguish between Darwin’s and Lamarck’s theories of evolution.

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

24

Evaluate Difficulty:

High

Mark Range:

4-10

Definition:

Make a judgement based on criteria; determine the value of

Comments: Example: Scaffold Format Topic Sentence

Evaluate the usefulness of mining to society.

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

25

Examine Difficulty:

High

Mark Range:

3-8

Definition:

Inquiry into

Comments: Example: Scaffold Format Topic Sentence

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

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

26

Explain Difficulty:

Low- Medium

Mark Range:

1-8

Definition:

Relate cause and effect; make the relationships between things evident

Comments: Example: Scaffold Format Topic Sentence

Explain how a volcano erupts explosively.

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

27

Extract Difficulty:

Medium

Mark Range:

1-5

Definition:

Choose relevant and/or appropriate details.

Comments: Example: Scaffold Format Topic Sentence

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

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

28

Extrapolate Difficulty:

Medium

Mark Range:

1-5

Definition:

Infer from what is known

Comments: Example: Scaffold Format Topic Sentence

Extrapolate from this trend possible future values of …

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

29

Identify Difficulty:

Low - Medium

Mark Range:

1-5

Definition:

Recognise and name

Comments: Example: Scaffold Format Topic Sentence

Identify the catchment area in the following map…

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

30

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)

Comments: Example: Scaffold Format Topic Sentence

Illustrate the following point with an example..

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

31

Interpolate Difficulty:

Medium

Mark Range:

1-5

Definition:

Find values or information in between other values or information.

Comments: Example: Scaffold Format Topic Sentence

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

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

32

Interpret Difficulty:

Medium

Mark Range:

1-6

Definition:

Draw meaning from

Comments: Example: Scaffold Format Topic Sentence

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

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

33

Investigate Difficulty:

High

Mark Range:

2-10

Definition:

Plan, inquire into and draw conclusions about

Comments: Example: Scaffold Format Topic Sentence

Investigate the conditions necessary for life to evolve.

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

34

Justify Difficulty:

High

Mark Range:

3-10

Definition:

Support an argument or conclusion.

Comments: Example: Scaffold Format Topic Sentence

Justify why mining should be stopped in this situation.

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

35

List Difficulty:

Low

Mark Range:

1-3

Definition:

Write down phrases only without further explanation.

Comments:

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.

Example:

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

Scaffold List the material one item underneath another. Model Distance Time Air resistance Wind Velocity Expansion effects due to heating.

36

Locate Difficulty:

Low

Mark Range:

1-3

Definition:

Find a particular item in a range.

Comments: Example: Scaffold Format Topic Sentence

Locate the position of the ore deposit on this map.

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

37

Outline Difficulty:

Low

Mark Range:

1-5

Definition:

Sketch in general terms; indicate the main features of

Comments: Example: Scaffold Format Topic Sentence

Outline the reasons for using positive air pressure in submarines.

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

38

Predict Difficulty:

High

Mark Range:

1-10

Definition:

Suggest what may happen based on available information.

Comments: Example: Scaffold Format Topic Sentence

Predict the results of this experiment…

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

39

Propose Difficulty:

High

Mark Range:

3-10

Definition:

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

Comments: Example: Scaffold Format Topic Sentence

Propose an alternative site for this mine.

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

40

Recall Difficulty:

Low

Mark Range:

1-3

Definition:

Present remembered ideas, facts or experiences

Comments: Example: Scaffold Format Topic Sentence

Recall the atomic theory.

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

41

Recommend Difficulty:

High – Science Specific

Mark Range:

3-10

Definition:

Provide reasons in favour.

Comments: Example: Scaffold Format Topic Sentence

Recommend a suitable chemical to use in this experiment.

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

42

Recount Difficulty:

Medium

Mark Range:

1-6

Definition:

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

Comments: Example: Scaffold Format Topic Sentence

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

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

43

Relate Difficulty:

Medium

Mark Range:

2-6

Definition:

To discuss one object by comparison to another.

Comments: Example: Scaffold Format Topic Sentence

Relate the developments in electronics to the improvements in geosensing technology.

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

44

Select Difficulty:

Low - Medium – Science Specific

Mark Range:

1-4

Definition:

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

Comments: Example: Scaffold Format Topic Sentence

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

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

45

Summarise Difficulty:

Low

Mark Range:

1-3

Definition:

Express, concisely, the relevant details.

Comments: Example: Scaffold Format Topic Sentence

Summarise the information below in one paragraph…

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

46

Synthesise Difficulty:

High

Mark Range:

3-10

Definition:

Putting together various elements to make a whole

Comments: Example: Scaffold Format Topic Sentence

Synthesise an argument for the development of this site.

Body

Signal Words On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually For instance, For example

Concluding Sentence

Considering, Consequently, Thus

Model

Comments

Supporting sentences - about facts, statistics, examples - using signal words for adding information. Reformulate the topic sentence or summarise the information.

Verbs Mapping Grid – Science Stage 4

5

6

Elementary

Satisfactory

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

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

Applies, Describes, Extracts (information), Compares, Distinguishes, Interprets, Recounts, Summarises States, Defines, Applies, Describes, Demonstrates, Identifies, Extracts (information), Explains, Outlines, Compares, Recalls, Collates, Selects Distinguishes, Interprets, Recounts, Summarises

Good Applies, Interprets, Recounts, Classifies

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

Substantial

Excellent

Compares, Accounts, Clarifies, Constructs, Contrasts, Deduces, Examines Analyses, Calculate, Discusses, Extrapolates, Investigates, Predicts, Designs

Discusses, Extrapolates, Investigates

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

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

Assesses, Justifies, Proposes, Recommends