Appendices

Pseudocode for exam

Glossary of command terms

Students should be familiar with the following key terms and phrases used in examination questions, which
are to be understood as described below. Although these terms will be used frequently in examination
questions, other terms may be used to direct students to present an argument in a specific way.

Command term Objective Definition

Analyse 3 Break down in order to bring out the essential elements or structure.

Annotate 2 Add brief notes to a diagram or graph.

Apply 2 Use an idea, equation, principle, theory or law in relation to a given
problem or issue.

Calculate 2 O btain a num eric al answe r show ing th e rel evant s t ages in the
working.

Classify 1 Arrange or order by class or category.

Comment 3 Give a judgment based on a given state ment or result of a calculation.

Compare 3 Give an account of the similarities between two (or more) items or
situations, referring to both (all) of them throughout.

Compare and contrast 3 Give an account of similarities and dif ferences b et ween t wo (or
more) items or situations, referring to both (all) of them throughout.

Construct 3 Display information in a diagrammatic or logical form.

Contrast 3 Give an account of the differences between two (or more) items or
situations, referring to both (all) of them throughout.

Deduce 3 Reach a conclusion from the information given.

Define 1 Give the precise meaning of a word, phrase, concept or physical
quantity.

Demonstrate 3 Make clear by reasoning or evidence, illustrating with examples or
practical application.

Derive 3 Manipulate a mathematical relationship to give a new equation or
relationship.

Describe 2 Give a detailed account.

Design 2 Produce a plan, simulation or model.

Determine 3 Obtain the only possible answer.

Discuss 3 O f fer 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.

Distinguish 2 Make clear the differences between two or more concepts or items.

Draw 1 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 plot ted (if appropriate) and joined in a straight line or
smooth curve.

Estimate 2 Obtain an approximate value.

Evaluate 3 Make an appraisal by weighing up the strengths and limitations.

Examine 3 Conside r an argument or conce pt in a way that uncove r s the
assumptions and interrelationships of the issue.

Explain 3 Give a detailed account including reasons or causes.

Formulate 3 E xpress precisely and systematically the relevant concept(s) or
argument(s).

Identify 2 Provide an answer from a number of possibilities.

Interpret 3 Use knowledge and understanding to recognize trends and draw
conclusions from given information.

Investigate 3 Observe, study, or make a detailed and systematic examination, in
order to establish facts and reach new conclusions.

Justify 3 Give valid reasons or evidence to support an answer or conclusion.

Label 1 Add labels to a diagram.

List 1 Give a sequence of brief answers with no explanation.

Outline 2 Give a brief account or summary.

Predict 3 Give an expected result.

Present 2 Offer for display, observation, examination or consideration.

Sketch 3 Represent by means of a diagram or graph (labelled as appropriate).
The sketch should give a general idea of the required shape or
relationship, and should include relevant features.

State 1 Give a specific name , value or other brief answer without explanation or calculation.

Suggest 3 Propose a solution, hypothesis or other possible answer.
To what extent 3 Consider the merit s or other wise of an argument or co nce pt .
Opinions and conclusions should be presented clearly and
supported with appropriate evidence and sound argument.

Trace 2 Follow and record the action of an algorithm.

Appendices

Pseudocode for exam

Glossary of command terms

Further reading