HSC Verbs Unpacked and Explained

1
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 Darwins and Lamarcks
theories of evolution.
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
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.
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
For instance, For example, One
part,
Comments
Define each component by
recognising and naming them then
identifying the relationships.
- 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.
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
Comments
State the idea being used for the
application.
examples
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.
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
For instance, For example,
Evidence for this, A case
example,
Concluding Sentence
Comments
Need to define the criteria used to
make the judgement.
examples
adding 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!!
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
For instance, For example,
Evidence for this, A case
example,
Concluding Sentence
Comments
Need to define the criteria used to
make the judgement.
examples
adding 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!!
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
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,
Comments
examples
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.
11
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
12
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
Concluding Sentence
Signal Words
Like, In common, Just as, Many
similarities
Similarly, Like, Both, As,
Resemble
Comments
Describe basic features of the
items to be compared.
examples
adding information.
Therefore, Consequently, Thus, In Reformulate the topic sentence or
conclusion
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.
2. Construct an argument for the recycling of rubbish.
Scaffold
Format
Introductory paragraph
Body
Concluding paragraph
Signal Words
Some features include, Points
for the case, Reasons include
Considering, Consequently,
Thus
Comments
State the basic arguments to be
presented.
examples
adding 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
Comments
State the criteria that will be used
to contrast the items.
examples
adding 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.
- 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
Model
Comments
State the logical process used to make the
deduction.
- 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 terms 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 Simpsons donkey.
Scaffold
Format
Topic Sentence
Signal Words
Term to be defined.
Body
Concluding Sentence
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. Simpsons 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
Concluding Sentence
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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 Darwins and Lamarcks theories of evolution.
Body
Signal Words
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding 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
Concluding Sentence
Model
Comments
examples
adding information.
Verbs Mapping Grid Science

Stage
4
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

HSC Verbs Unpacked and Explained

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Verbs Unpacked and Explained.

Critically Analyse / Evaluate - high

1. Account for: state reasons for, report on

1. Account for the loss of mass when a log is burnt.

Considering, Consequently, Thus

There are four stages in this verb form:

Analyse the relationship between volcanoes and earthquakes.

Considering, Consequently, Thus

Use, utilise, employ in a particular situation

Considering, Consequently, Thus

Make a judgement about the value of

Appreciate the effect of pesticides on aquatic organisms.

Considering, Consequently, Thus

Make a judgement of value, quality, outcomes, results or size

Assess the effect of pesticides on aquatic organisms.

Body: broken up into

Considering, Consequently, Thus

Ascertain / determine from given facts, figures or information.

Normally used to calculate mathematical questions

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

Check that the result

Make clear or plain

Use simpler language

Clarify what is meant by the term photosynthesis

Arrange or include in classes/categories

1. A formal classification system may have to be used.

Low Science Specific

Find information and place it in a set order.

Collate the following information into ascending order:

Show how things are similar or different

Focus on the likenesses of the two items.

Compare the adaptations of dogs and cats.

Make; build; put together items or arguments

This verb has several meanings:

1. Construct a dichotomous key to classify these minerals: quartz,

2. Construct an argument for the recycling of rubbish.

Show how things are different or opposite.

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

Compared, Judged against,

Considering, Consequently, Thus

Critically Analyse / Evaluate

1. Critically evaluate the use of fertilisers on Australian farms.

For instance, For

Deduce the relationship between cause and effect.

For instance, For example, Next

Considering, Consequently, Thus

State meaning and identify essential qualities

1. Formal definitions are a direct quote of a terms definition.

1. Define the term abiotic

For instance, For example

Considering, Consequently, Thus

Demonstrate how this process may work.

For instance, For example

Considering, Consequently, Thus

Provide characteristics and features.

1. Describe an investigation you performed to

Considering, Consequently, Thus

High Science Specific

Use available resources and materials to create

Design an experiment to investigate

Considering, Consequently, Thus

Medium Science Specific

To find out; use information to discover