Command terms used in IB Biology
All IB Biology questions are built around command terms, which let you know exactly what is
expected of you. They are grouped according to the objectives of IB Biology:
Objective Command Term Example Tips/Tricks
Objective 1: Define: Give the “Define osmosis.” Create a vocab list to
Demonstrate an precise meaning of a study for define
understanding of: word or phrase as questions
concisely as possible.
● scientific facts
and concepts Draw: represent by “Draw and label a A straight edge should
means of a LABELED, diagram of the be used for straight
● scientific accurate diagram or ultrastructure of a liver lines.
methods and graph. cell.”
techniques Diagrams should be
drawn to scale.
● scientific
terminology Graphs should have
● methods of points correctly
presenting plotted.
scientific Label: Add labels to a “Label the sense and
information diagram. antisense strands.”
List: give a sequence “List two causes of
of names or other brief variation within a gene
answers with no pool.”
elaboration, each one
clearly separated from
the others.
Measure: find a value No past exams have Bring a ruler to the
for a quantity. used this command exam!
term! However,
accurate measurement
is often needed to
answer other
questions.
State: give a specific “State the source, No supporting
name, value or other substrate, products argument or
brief answer and optimal pH calculation is
condition for lipase in necessary.
the human digestive
system.”
Objective Command Term Example Tips/Tricks
Objective 2: Apply and Annotate: add brief “Annotate the electron Annotating is more
sse: notes to a diagram. micrograph of the than labeling; include
Escherichia coli cell causes or
● Scientific facts with the function of explanations.
and concepts the structures labelled
I and II.”
● Scientific
methods and Calculate: find an “Calculate the change Show the work unless
techniques answer using in temperature in each instructed not to do so.
mathematical methods cup after 20 minutes.”
● Scientific Be sure to include the
terminology to unit in your answer.
communicate
effectively Describe: Give a Describe the trends
detailed account. shown by the graph for
● Appropriate dissolved oxygen in
methods of water discharged from
presenting the mouth.”
scientific
information Distinguish: give the “Distinguish between
differences between the structures of the
two or more different different types of fatty
items. acids in food.”
Estimate: find an “Estimate the Estimate questions are
approximate value for difference between often based on graphs
an unknown quantity, mean blood glucose
based on the levels in control and
information provided IKO older female
and scientific mice.”
knowledge.
Identify: find an answer “Identify the
from a number of organelles labelled I
possibilities. and II on the electron
micrograph.”
Outline: give a brief “Outline why the Include essential
account or summary. number of trophic information only.
levels is limited in a
food chain.”
Objective Command Term Example Tips/Tricks
Objective 3: Construct, Analyze: interpret data “Analyse the graph to Use data provided in
analyse and evaluate: to reach conclusions obtain two conclusions the question to reach a
using essential about the conclusion.
● Hypotheses, elements or structures. concentration of
research sodium– potassium
questions and pumps.”
predictions
Comment: Give a “Comment on whether
● Scientific judgment based on a the experimental data
methods and given statement or supports the observed
techniques result of a calculation. data from the ocean.”
● Scientific Compare: give an “Compare the pattern Comparisons can be
explanations account of similarities of GH3 transcription given using a table.
and differences with the pattern of
between two (or more) auxin concentration in
items, referring to both the stem base control
(all) of them cuttings.”
throughout.
Compare and Contrast: “Compare and contrast A table can be used.
Give an account of the changes in auxin
similarities AND concentration in the
differences between stem base over time
two (or more) items or for the control and
situations, referring to NPA-treated cuttings.”
both (all) of them
throughout.
Construct: represent or “Construct a possible
develop in a food chain using three
diagrammatic or of the organisms
logical form. shown opposite,
stating the trophic level
to which they belong.”
Deduce: reach a “Deduce from the data
conclusion from the in the bar charts which
information given. factors were and were
not correlated
significantly with the
number of oysters
drilled by the
gastropods.”
Design: produce a plan, “Parts of a
object, simulation or dichotomous key to
model. organisms A, B, C and
D are shown. Design
missing parts of the
key using features
visible in the following
diagrams.”
Determine: find the “Determine the
only possible answer. phenotype of Aabb.”
Discuss: give an “Discuss the
account including, advantages and
where possible, a disadvantages of the
balanced range of use of adult stem
arguments, cells.”
assessments of the
relative importance of
various factors or
comparisons of
alternative hypotheses
supported by
appropriate evidence.
Evaluate: assess the “Using all the data,
implications and evaluate how CO2
limitations. concentrations affect
the development of
oysters and their
predation by
gastropods.”
Explain: give a clear “Explain how
account including hormones are used to
causes, reasons or control the human
mechanisms. menstrual cycle.”
Predict: give an “Predict with a reason, Look for trends shown
expected result. whether the effects of in provided data and
UV on plants will continue them onward.
increase or decrease
the greenhouse effect.”
Sketch: Represent by “Sketch the hormone Sketch should give a
means of a LABELED changes between days general idea of the
diagram or graph. 13 and 28 on the required shape or
Example: graphs below for a relationship. Should
woman in her normal include relevant
menstrual cycle.” features.
Suggest: propose a “Suggest reasons for
hypothesis or other these trends in
possible answer. dissolved oxygen.”
