Glossary of command terms

These command terms indicate the depth of treatment required for a given assessment statement and relate to the course objectives in the “Assessment objectives” section. Objectives 1 and 2 are lower-order skills and objectives 3, 4 and 5 relate to higher-order skills. These terms will be used in examination questions, and so it is important that students are familiar with the following definitions.

Objective 1: Demonstrate an understanding of information, terminology, concepts, methodologies and skills with regard to environmental issues.

Define: Give the precise meaning of a word, phrase, concept or physical quantity.

Draw: Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge)

should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.

Label: Add labels to a diagram.

List: Give a sequence of brief answers with no explanation.

Measure: Obtain a value for a quantity.

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

Objective 2: Apply and use information, terminology, concepts, methodologies and skills with regard to environmental issues.

Annotate: Add brief notes to a diagram or graph.

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

Calculate: Obtain a numerical answer showing the relevant stages of working.

Describe: Give a detailed account.

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

Estimate: Obtain an approximate value.

Identify: Provide an answer from a number of possibilities.

Outline: Give a brief account or summary.

Objectives 3, 4 and 5:

3) Synthesize, analyse and evaluate research questions, hypotheses, methods and scientific explanations with regard to environmental issues.

4) Using a holistic approach, make reasoned and balanced judgments using appropriate economic, historical, cultural, socio-political and scientific sources.

5) Articulate and justify a personal viewpoint on environmental issues with reasoned argument while appreciating alternative viewpoints, including the perceptions of different cultures.

Analyse: Break down in order to bring out the essential elements or structure.

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

Compare and Contrast: Give an account of similarities and differences between two (or more) items or

situations, referring to both (all) of them throughout.

Construct: Display information in a diagrammatic or logical form.

Deduce: Reach a conclusion from the information given.

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

Design: Produce a plan, simulation or model.

Determine: Obtain the only possible answer.

Discuss: Offer a considered and balanced review that includes a range of arguments, factors or hypotheses.

Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Evaluate: Make an appraisal by weighing up the strengths and limitations.

Explain: Give a detailed account, including reasons or causes.

Justify: Give valid reasons or evidence to support an answer or conclusion.

Predict: Give an expected result.

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

Suggest: Propose a solution, hypothesis or other possible answer.