*** Copied from a 1996 RGS notes ***
It is hoped that this glossary (which is relevant only to Science
subjects) will prove helpful to candidates as a guide, i.e. it is
neither exhaustive nor definitive. The glossary has been deliberately
kept brief not only with respect to the number of terms included but
also to the descriptions of their meanings. Candidates should
appreciate that the meaning of a term must depend in part on its
context.
1. Define (the term(s)...) is intended literally, only a formal statement or equivalent paraphrase being required.
2. What do you understand by/What is meant by (the
term(s)...) normally implies that a definition should be given,
together with some relevant comment on the significance or context of
the term(s) concerned, especially where two or more terms are included
in the question. The amount of supplementary comment intended should be
interpreted in the light of the indicated mark value.
3. State implies a concise answer with little or no supporting argument, e.g. a
numerical answer that can readily be obtained 'by inspection'.
4. List requires a number of points, generally each of one word, with no
elaboration. When a given number of points is specified, it should not
be exceeded.
5. Explain may imply reasoning or some reference to theory, depending on the context.
6. Describe requires the candidate to state in words (using diagrams where
appropriate) the main points of this topic. It is often used with
reference either to particular phenomena or to particularexperiments.
In the former instance, the term usually implies that the answer should
include reference to (visual) observations associated with the
phenomena.
In other contexts, describe and given an account
of should be interpreted more generally, ie. the candidate has greater
discretion about the nature and the organisation of the material to be
included in the answer. Describe and explain may be coupled in a similar way to state and explain.
7. Discuss requires the candidate to give a critical account of the points involved in the topic.
8. Outline implies brevity, ie. restricting the answer to giving essentials.
9. Predict or deduce implies that the candidate is not expected to producte the required
answer by recall but by making a logical connection between other
pieces of information. Such information may be wholly given in the
question or may depend on answers extracted in an early part of the
question.
10. Suggest is used in two main contexts, i.e. either to imply that there is no
unique answer (e.g. in chemistry, two or more substanes may satisfy the
given conditions describin an 'unknown'), or to imply that candidates
are expected to apply their general knowledge to a 'novel' situation,
one that may be formally 'not in syllabus'.
11. Find is a general term that may variously be interpreted as calculate, measure, determine, etc.
12. Calculate is used when a numerical answer is required. In general, working should
be shown, especially where two or more steps are involved.
13. Measure implies that the quantity concerned can be directly obtained froma
suitable measuring instrument, e.g. length, using a rule, or mass,
using a balance.
14. Determine often implies that the quantity concerned cannot be measured directly
but is obtained by calculation, substituting measured or known values
of other quantities into a standard formula, e.g. relative molecular
mass.
15. Estimate implies a reasoned order of magnitude statement or calculation of the
quantity concerned, making such simplifying assumptions as may be
necessary about points of principle and about the values of quantities
not otherwise included in the question.
16. Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be qualitatively correct, but candidates should be aware that, depending on the context, some
quantitative aspects may be looked for, e.g. passing through the
origin, having an intercept, asymptote or discontinuity at a particular
value.
In diagrams, sketch implies that a simple, freehand drawing is acceptable; nevertheless,
care should be taken over proportions and teh clear exposition of
important details.
Special Note:
Units,
significant figures. Candidates should be aware that misuse of units
and/or significant figures, i.e. failure to quote units where
necessary, the inclusion of units in quantities defined as ratios or
quoting answers to an inappropriate number of significant figures, is
liable to be penailised.
http://examworld.blogspot.com/search/label/Science%20Terms%20Glossary
One thing I have always wondered about is why does the front of the maths papers say 3 sf if answer is not exact... BUT every single teacher say to leave to the nearest cent when it come to $...
Money what. Even PUB don't let you run away with a single cent when you pay utilities bill.