Command Terms in IB Chemistry
(Grade 11 HL)
Adapted from: Command Terms in IB Biology, Stephen Taylor, Bandung International School
http://sciencevideos.wordpress.com
All IB Chemistry questions and assessment statements are built around these
command terms, which let you know exactly what is expected of you.
Design
Annotate
Define
Analyse
Explain
Discuss
Derive
Apply
Label
Compare
Describe
List
Comment
Measure
Distinguish
Solve
State
Determine
Outline
Construct
Deduce
Evaluate
Estimate
Show
Sketch
Suggest
Draw
Identify
Calculate
Predict
All IB Chemistry questions and assessment statements are built around these
command terms, which let you know exactly what is expected of you.
They are grouped according to the objectives
Objective 1: Demonstrate an understanding of:
- scientific facts and concepts
Define
- scientific methods and techniques
- scientific terminology
- methods of presenting scientific information
of IB Chemistry:
Measure
List
Label
Draw
State
All IB Chemistry questions and assessment statements are built around these
command terms, which let you know exactly what is expected of you.
They are grouped according to the objectives
of IB Chemistry:
Objective 1: Demonstrate an understanding of:
- scientific facts and concepts
Define
Measure
List
Label
- scientific methods and techniques
- scientific terminology
- methods of presenting scientific information
Objective 2: Apply and Use:
- scientific facts and concepts
Draw
Describe
Identify
Outline
Calculate
Estimate
Distinguish
- scientific methods and techniques
- scientific terminology to communicate effectively
- appropriate methods of presenting scientific information
State
Apply
Annotate
All IB Chemistry questions and assessment statements are built around these
command terms, which let you know exactly what is expected of you.
They are grouped according to the objectives
of IB Chemistry:
Objective 1: Demonstrate an understanding of:
- scientific facts and concepts
Define
Measure
List
Label
- scientific methods and techniques
- scientific terminology
- methods of presenting scientific information
Objective 2: Apply and use:
- scientific facts and concepts
State
Describe
Identify
Outline
Calculate
Estimate
Distinguish
- scientific methods and techniques
- scientific terminology to communicate effectively
- appropriate methods of presenting scientific information
Objective 3: Construct, analyse and
evaluate:
- hypotheses, research questions and predictions
- scientific methods and techniques
- scientific explanations
Draw
Apply
Annotate
Suggest Predict
Analyse
Discuss
Sketch
Deduce Show
Design
Construct Comment Explain Solve
Determine Compare Evaluate Derive
Define
Objective 1
"Give the precise meaning of a word, phrase or physical quantity."
Example:
“Define isotopes.”
Tips:
•  See the Moodle Keynote for definitions you need to know.
•  Make sure you include all parts of the definition. Some definitions have 2 key parts,
others have three key parts.
Define
Objective 1
"Give the precise meaning of a word, phrase or physical quantity."
Example:
“Define isotopes.”
Isotopes are atoms of the same element with different numbers of neutrons in
the nucleus.
OR
Isotopes are atoms with the same atomic number but different mass numbers.
Tips:
•  See the Moodle Keynote for definitions you need to know.
•  Make sure you include all parts of the definition. Some definitions have 2 key parts,
others have three key parts.
Draw
Objective 1
"Represent by means of pencil lines."
NOTE: There are very few “draw” assessment statements in the IB Chemistry
syllabus, but there are a few times when you may need to draw or “sketch” a
diagram as part of an explanation.
Examples:
Draw an energy level diagram showing the transitions that produce light in the
visible light emission spectrum for hydrogen.
Draw the shapes of the s and p orbitals.
Draw the Lewis structure for the phosphate XeF4.
Tips:
•  Draw using clear, dark pencil lines (no colours)
• Use a ruler.
• Label axes of graphs and other important features.
Draw
Objective 1
"Represent by means of pencil lines."
Example:
Draw an energy level diagram showing the transitions that produce light in the
visible light emission spectrum for hydrogen.
Tips:
•  Draw using clear, dark pencil lines (no colours)
• Use a ruler.
• Label axes of graphs and other important features.
Draw
"Represent by means of pencil lines."
Example:
Draw the shapes of the
s and p orbitals.
Draw the Lewis structure for XeF4.
Tips:
•  Draw using clear, dark pencil lines (no colours)
• Use a ruler.
• Label axes of graphs and other important features.
Objective 1
List
"Give a sequence of names or other brief answers with no explanation."
Example:
List the characteristic properties of the transition metals. [4]
Tips:
•  Keep your answer brief. Sentences are not required.
• Answer all parts of the question.
• Pay attention to the mark total.
.
Objective 1
List
Objective 1
"Give a sequence of names or other brief answers with no explanation."
Example:
List the characteristic properties of the transition metals. [4]
•
•
•
•
a variety of stable oxidation states (ions have several common charges)
the ability to form complex ions
the formation of coloured ions
catalytic activity
Tips:
•  Keep your answer brief. Sentences are not required.
• Answer all parts of the question.
• Pay attention to the mark total.
Measure
Objective 1
"Find a value for a quantity."
There are no “measure” assessment statements in the IB Chemistry syllabus.
Tips (just in case a question does ask you to measure something!
• Bring a ruler to the exam !
• Generally, you’ll need to calculate from a measurement, rather than measure directly
• Present all answers in metric, SI units
State
"Give a specific name, value or other brief answer without an
explanation or calculation."
Examples:
“State the relative masses and relative charges of protons, neutrons
and electrons.”
“State the equation for the reaction of sodium oxide with water.”
Tips:
•  Be brief and to the point. Do not give long answers.
•  Answer all parts of the question.
•  Include units when necessary.
Objective 1
State
"Give a specific name, value or other brief answer without an
explanation or calculation."
Examples:
“State the relative masses and relative charges of protons, neutrons
and electrons.”
protons: relative mass = 1; relative charge = +1
neutrons: relative mass = 1; relative charge = 0
electrons: relative mass = 5 x 10-4; relative charge = -1
(You could also make a simple table for this answer.)
“State the equation for the reaction of sodium oxide with water.”
Na2O + H2O  2 NaOH
Tips:
•  Be brief and to the point. Do not give long answers.
•  Answer all parts of the question.
•  Include units when necessary.
Objective 1
Annotate
Objective 2
"Add brief notes to a diagram or graph."
There are no “annotate” assessment statements in the IB Chemistry syllabus. But
you could still be asked to annotate a diagram or graph.
Example:
Annotate this diagram of a
mass spectrometer:
Tips:
•  Annotate is more than just ‘label’ – some causes or explanation must be given
Annotate
Objective 2
"Add brief notes to a diagram or graph."
Example: Annotate this diagram of a mass spectrometer:
2. Atoms are IONIZED
into cations by collisions
with high speed electrons.
1. Ions are vaporized to
separate atoms and
injected into the
instrument.
3. Ions are accelerated
by an electric field.
Electromagnet creates a
magnetic field.
4. Ions are deflected by the magnetic
field. Ions with a greater mass/charge
ratio are deflected less than ions with
a low mass/charge ratio.
A vacuum pump
removes air to prevent
collisions between ions
and air molecules.
5. Ions are
detected and
recorded.
Tips:
•  Annotate is more than just ‘label’ – some causes or explanation must be given
Apply
"Use an idea, principle, theory, law or equation in a new situation."
Example:
“Apply the VSEPR theory to deduce the shapes of CO32- and SF4.”
Tips:
•  Put an idea or technique into action.
•  Relate concepts from one unit to another, or to a specific example.
•  Learn the equations needed, as they too might need to be ‘applied’
Objective 2
Apply
Objective 2
"Use an idea, principle, theory, law or equation in a new situation."
Example:
“Apply the VSEPR theory to deduce the shapes of CO32- and SF4.”
Draw the Lewis structures first. Then look at the number of negative charge
centres (electron domains) around the central atom.
There are 3 electron domains
and no lone pairs around C.
The shape is trigonal planar.
There are 5 electron
domains around S,
including one lone pair.
The shape is seesaw.
Tips:
•  Put an idea or technique into action.
•  Relate concepts from one unit to another, or to a specific example.
•  Learn the equations needed, as they too might need to be ‘applied’
Calculate
"Find a numerical answer, showing the relevant stages of working."
Example:
“Chlorine has two naturally occurring isotopes – chlorine-35 and
chlorine-37. Calculate the relative abundance of chlorine-37.”
Tips:
• Show your working in a clear and organized manner.
• Make sure you use the correct SI unit in your final answer.
• Respect significant figures.
Objective 2
Calculate
Objective 2
"Find a numerical answer, showing the relevant stages of working."
Example:
“Chlorine has two naturally occurring isotopes – chlorine-35 and
chlorine-37. Calculate the relative abundance of chlorine-37.”
Let x = abundance of chlorine-37.
Relative atomic mass = (abundance 37Cl)(at.mass 37Cl) + (abundance 35Cl)(at.mass 35Cl)
35.45 = (x)(37) + (1-x)(35)
x = 0.23
The abundance of chlorine-37 is 23%
Tips:
• Show your working in a clear and organized manner.
• Make sure you use the correct SI unit in your final answer.
• Respect significant figures.
Describe
Objective 2
"Give a detailed account."
Examples:
Describe how two optical isomers can be distinguished practically using plane-polarized
light. [2] (May 2009)
Describe the structure of the three allotropes of carbon. [3]
Tips:
• Descriptions are not explanations.
• Pay attention to the number of marks available. Answer all parts of the question.
• Descriptions can be of processes, structures, the operation of an instrument, patterns, etc.
Describe
Objective 2
"Give a detailed account."
Examples:
Describe how two optical isomers can be distinguished practically using plane-polarized
light. [2] (May 2009)
A polarimeter is used to measure the angle of rotation of plane polarized light.
The two optical isomers will rotate plane polarized light in opposite directions.
Describe the structure of the three allotropes of carbon. [3]
• Diamond is a 3D network with each carbon atom bonded to 4 other carbon atoms.
• Graphite has a layer structure with each carbon atom joined to 3 other carbon
atoms.
• C60 fullerenes are spheres of 60 carbon atoms arranged in 12 pentagons and 20
hexagons.
Tips:
• Descriptions are not explanations.
• Pay attention to the number of marks available. Answer all parts of the question.
• Descriptions can be of processes, structures, the operation of an instrument, patterns, etc.
Distinguish
"Give the differences between two or more different items."
Examples:
Distinguish between a continuous spectrum and a line spectrum. [1]
Distinguish between empirical and molecular formulas. [1]
Tips:
• Looking for as many differences as there are marks awarded
• No need to present similarities
• Be sure to say something about each item.
Objective 2
Distinguish
Objective 2
"Give the differences between two or more different items."
Example:
Distinguish between a continuous spectrum and a line spectrum.
[1]
A continuous spectrum has all the colours (or wavelengths) of light, whereas
a line spectrum has only lines of specific colours.
Distinguish between empirical and molecular formulas. [1]
An empirical formula gives the lowest ratio of the atoms of an element present in the
compound, whereas the molecular formula gives the actual number of atoms of each
element in the compound.
Tips:
• Looking for as many differences as there are marks awarded
• No need to present similarities
• Be sure to say something about each item.
Estimate
"Find an approximate value for an unknown quantity."
Example:
This is not a common command term in IB Chemistry.
Tips:
• Estimations may come from graphical questions
Objective 2
Identify
Objective 2
"Find an answer from a given number of possibilities."
Example:
The boiling points of the isomers of pentane, C5H12, shown are 10˚C, 28˚C and 36˚C, but
not necessarily in that order.
Identify the boiling point of each isomer A, B and C and state a reason for your answer.
[3]
Tips:
•  Identify – pick one single answer.
•  Data table or graphs may be given for you to use.
•  Identify can also be used for structural formulas, types of substances/bonds, etc .
Identify
Objective 2
"Find an answer from a given number of possibilities."
Example:
The boiling points are: A = 36˚C
B = 28˚C
C = 10˚C
From A to B to C, the number of branches increases so molecules are less
tightly packed and the dispersion forces between the molecules become
weaker. (Note: This is an Organic Chemistry topic question.)
Tips:
•  Identify – pick one single answer.
•  Data table or graphs may be given for you to use.
•  Identify can also be used for structural formulas, types of substances/bonds, etc .
Outline
Objective 2
“Give a brief account or summary."
Example:
Outline the principles of the valence shell electron pair repulsion (VSEPR)
theory. [3]
Tips:
•  Pay close attention to the number of marks available – include that number of PLUS one
•  Present answers clearly to get the complete number of marks
•  Outline is a summary or account, without reasons or explanation
Outline
Objective 2
“Give a brief account or summary."
Example:
Outline the principles of the valence shell electron pair repulsion (VSEPR)
theory. [3]
Find the number of negative charge centres around the central atom.
Negative charge centres around the central atom repel each other as much as possible.
This increases the stability of the molecule.
Lone electron pairs repel more than bonding electron pairs.
Tips:
•  Pay close attention to the number of marks available – include that number of PLUS one
•  Present answers clearly to get the complete number of marks
•  Outline is a summary or account, without reasons or explanation
Analyse
Objective 3
"Interpret data to reach conclusions."
Note:
On Chemistry papers, you will be given data in the form of tables and graphs
to analyse. But the command term “analyse” is not usually used in the
questions. Instead, you are more likely to be asked to “deduce”, “compare”,
“determine”, “conclude”, “evaluate” or some other Objective 3 command term.
Tips (in case “analyse” is used):
• Use the data to reach a conclusion – it must agree with the data
• Pay attention to the number of marks available
• Refer to the data provided when you give your answer.
Compare
Objective 3
"Give an account of similarities and differences between two (or more) items,
referring to both (all) of them throughout."
Examples:
Compare the bonding in diamond and graphite. [2]
Compare the formation of a sigma bond and a pi bond. [2]
Tips:
•  Marks are available for similarities and differences.
•  Be sure to talk about each item when giving differences.
•  Present answers in tables for clarity.
Compare
Objective 3
"Give an account of similarities and differences between two (or more) items,
referring to both (all) of them throughout."
Examples:
Compare the bonding in diamond and graphite. [2]
Both diamond and graphite have covalent bonds between their carbon atoms.
Diamond only has covalent bonds in its structure whereas there are also dispersion forces
between the layers of graphite.
Compare the formation of a sigma bond and a pi bond. [2]
Both bonds involve the sharing of an electron pair between two atoms.
Sigma bonds are formed by end to end overlap of orbitals with electron density between the
two atoms.
Pi bonds are formed by sideways overlap of parallel p orbitals with electron density above
and below the sigma bond.
Tips:
•  Marks are available for similarities and differences.
•  Be sure to talk about each item when giving differences\- use words like “whereas”.
•  Present answers in tables for clarity.
Construct
Objective 3
"Represent or develop in graphical form."
Construct a Born-Haber cycle for sodium chloride.
Tips:
[4]
Construct
Objective 3
"Represent or develop in graphical form."
Construct a Born-Haber cycle for sodium chloride.
Tips:
[4]
There are many ways to draw a Born Haber cycle. This is an
alternative style to the one shown in class.
Deduce
Objective 3
"Reach a conclusion from the information given."
Example:
The enthalpy change for the complete combustion of carbon is -393 kJ mol-1.
Deduce whether the reactants or products are more stable. [2]
Tips:
•  Deduce means ‘work it out’!
•  Include reasons for your answer, with reference to the information provided. (You
may already have done this in a previous part of the question.)
Deduce
Objective 3
"Reach a conclusion from the information given."
Examples:
The enthalpy change for the complete combustion of carbon is -393 kJ mol-1.
Deduce, giving a reason, whether the reactants or products are more stable.
[2]
The products are more stable than the reactants.
The reaction is exothermic, so the products have less enthalpy than the reactants.
Tips:
•  Deduce means ‘work it out’!
•  Include reasons for your answer, with reference to the information provided. (You
may already have done this in a previous part of the question.)
Determine
Objective 3
"Find the only possible answer."
Examples:
Determine the number of sigma and pi bonds in methylbenzene. [1]
Tips:
•  ‘Determine’ usually requires some more reasoning than ‘identify’.
•  In Chemistry, it may also require that you calculate a value. Err on the side of caution
and show your work even though it is not technically required that you do so.
Determine
Objective 3
"Find the only possible answer."
Examples:
Determine the number of sigma and pi bonds in methylbenzene. [1]
sigma bonds = 10
pi bonds = 3
Tips:
•  ‘Determine’ usually requires some more reasoning than ‘identify’.
•  In Chemistry, it may also require that you calculate a value. Err on the side of caution
and show your work even though it is not technically required that you do so.
Discuss
Objective 3
"Give an account including, where possible, a range of arguments for an against
the relative importance of various factors, or comparisons of alternate hypotheses."
Example:
Two values of the lattice enthalpies for each of the silver halides are quoted in the
Data Booklet. Discuss the bonding in silver fluoride and in silver iodide, with
reference to these values.
Tips:
•  Pay close attention to the number of marks available and present answer clearly
•  Look out for qualifiers in the question, such as specific aspects or specific chemicals.
•  In Chemistry ‘discuss’ questions, you may or may not need to a range of different perspectives.
Discuss
Objective 3
"Give an account including, where possible, a range of arguments for an against
the relative importance of various factors, or comparisons of alternate hypotheses."
Examples:
Two values of the lattice enthalpies for each of the silver halides are quoted in the
Data Booklet. Discuss the bonding in silver fluoride and in silver iodide, with
reference to these values.
The bonding in AgF is more ionic than in AgI. The experimental and
theoretical values for AgF are in closer agreement than they are for AgI.
Tips:
•  Pay close attention to the number of marks available and present answer clearly
•  Look out for qualifiers in the question, such as specific aspects or specific chemicals.
•  In Chemistry ‘discuss’ questions, you may or may not need to a range of different perspectives.
Evaluate
Objective 3
"Assess the implications and limitations."
Example:
A hypothesis has been suggested that TNT, 2-methyl-1,3,5-trinitrotoluene, is a powerful
explosive because it has:
• a large enthalpy of combustion––
• a high reaction rate
• a large volume of gas generated upon combustion
Use your answer in part (c) (i) [the enthalpy change for the combustion of sucrose] and
the following data to evaluate this hypothesis.
[3]
5.3 x 103
Tips:
• Do not just describe the data or graphs or methods, use evaluative language
• Read the introductory passage very carefully – to what extent do the data address the aims of
the investigation?
• Pay attention to the number of marks available
Evaluate
Objective 3
"Assess the implications and limitations."
Example:
A hypothesis has been suggested that TNT, 2-methyl-1,3,5-trinitrotoluene, is a powerful
explosive because it has:
• a large enthalpy of combustion
• a high reaction rate
• a large volume of gas generated upon combustion
Use your answer in part (c) (i) [the enthalpy change for the combustion of sucrose] and
the following data to evaluate this hypothesis.
[3]
The enthalpy change of combustion of sucrose is greater than that of TNT, so
enthalpy change is not important in determining how powerful an explosive is.
The rate of reaction for TNT is greater than that of sucrose, so this is valid.
The amount of gas generated (in mol) for sucrose is greater than that of TNT
(according to the given equation), so volume of gas produced is not important.
Tips:
• Do not just describe the data or graphs or methods, use evaluative language
• Read the introductory passage very carefully – to what extent do the data address the aims of
the investigation?
• Pay attention to the number of marks available
Explain
Objective 3
"Give a detailed account of causes, reasons or mechanisms."
Examples:
State two physical properties associated with metals and explain them
at the atomic level.
[4]
Tips:
• Pay attention to the number of marks available
• Read the question carefully – are there any other qualifiers that must be addressed
in order to get the marks?
•  Give reasons WHY something happens or WHY something is the way it it.
Explain
Objective 3
"Give a detailed account of causes, reasons or mechanisms."
Examples:
State two physical properties associated with metals and explain them
at the atomic level.
[4]
Metals conduct electricity. The bonding electrons in metals are
delocalised. This allows current to flow within the metal.
Metals are malleable. They are able to be hammered into sheets
because the metals atoms are capable sliding past each other.
Tips:
• Pay attention to the number of marks available
• Read the question carefully – are there any other qualifiers that must be addressed
in order to get the marks?
•  Give reasons WHY something happens or WHY something is the way it it.
Predict
Objective 3
"Give an expected result."
Example:
Both C5H12 and C5H11OH can be used as fuels. Predict which
compound would release a greater amount of heat per gram when
it undergoes complete combustion. Suggest two reasons to
support your prediction.
[3]
Tips:
•  Pay attention to number of marks and to qualifiers (like units) in the question
•  If graphs or tables are given, look for trends in the data and continue them onward
•  Be sure to answer all parts of the question – eg. ‘predict and explain’
Predict
Objective 3
"Give an expected result."
Example:
Both C5H12 and C5H11OH can be used as fuels. Predict which
compound would release a greater amount of heat per gram when
it undergoes complete combustion. Suggest two reasons to
support your prediction.
[3]
C5H12 would produce more heat per gram.
The molar mass of C5H12OH is higher than C5H12, so one gram has
fewer moles so less energy is released.
More energy is needed to break the bonds and intermolecular
forces in C5H12OH, so the net energy released will be smaller.
The alcohol contains oxygen and is already partially oxidized, so it
will release less energy than the hydrocarbon.
Tips:
•  Pay attention to number of marks and to qualifiers (like units) in the question
•  If graphs or tables are given, look for trends in the data and continue them onward
•  Be sure to answer all parts of the question – eg. ‘predict and explain’
Show
Objective 3
"Give the steps in a calculation or derivation."
Examples:
Write an equation for the reaction between but-2-ene and hydrogen
bromide, showing the structure of the organic product. State the
type of reaction occurring.
[3]
Write equations to show the mechanisms of the following reaction. Show
the structure of the intermediate and organic product, and use curly arrows
to show the movement of electron pairs.
(i) the reaction between KOH and (CH3)3CCl . [2]
Tips:
•  In Chemistry, ‘show’ is often part of another question, such as draw, sketch or
describing organic reactions.
•  Pay attention to number of marks available for amount of detail to be shown
•  Present all working clearly and step-wise if asked to “show” your work
Show
Objective 3
"Give the steps in a calculation or derivation."
Examples:
Write an equation for the reaction between but-2-ene and hydrogen
bromide, showing the structure of the organic product. State the
type of reaction occurring.
[3]
Equation:
C4H8 + HBr  CH3CH2CHBrCH3
Type of reaction = addition
Tips:
•  In Chemistry, ‘show’ is often part of another question, such as draw, sketch or
describing organic reactions.
•  Pay attention to number of marks available for amount of detail to be shown
•  Present all working clearly and step-wise if asked to “show” your work
Show
Objective 3
"Give the steps in a calculation or derivation."
Examples:
Write equations to show the mechanisms of the following reaction.
Show the structure of the intermediate and organic product, and
use curly arrows to show the movement of electron pairs.
(i) the reaction between KOH and (CH3)3CCl . [2]
Note: This is an
Organic Chemistry
question.
:OH-
Tips:
•  In Chemistry, ‘show’ is often part of another question, such as draw, sketch or
describing organic reactions.
•  Pay attention to number of marks available for amount of detail to be shown
•  Present all working clearly and step-wise if asked to “show” your work
Sketch
Objective 3
"Represent by means of a graph showing a line and labeled but unscaled
axes - with important features (for example intercept) clearly indicated."
Example:
Sketch an enthalpy diagram for the reaction:
Na+(g) + Cl-(g)  NaCl(s)
Tips:
•  Use a ruler for the axes. LABEL the axes.
•  Add a clear line, paying attention to the start and end points.
•  Add a legend where relevant.
Sketch
Objective 3
"Represent by means of a graph showing a line and labeled but unscaled
axes - with important features (for example intercept) clearly indicated."
Example:
Sketch an enthalpy diagram for the reaction:
en
th
al
py
(k
J)
Na+(g) + Cl-(g)  NaCl(s)
Na+(g) + Cl-(g)
∆H
reaction progress
Tips:
•  Use a ruler for the axes. LABEL the axes.
•  Add a clear line, paying attention to the start and end points.
•  Add a legend where relevant.
Suggest
"Propose a hypothesis or other possible answer."
Example:
Both C5H12 and C5H11OH can be used as fuels. Predict which
compound would release a greater amount of heat per gram when
it undergoes complete combustion. Suggest two reasons to
support your prediction.
[3]
Tips:
• Apply your reasoning to a possibly unknown situation
• Pay attention to the number of marks available
Objective 3
Suggest
"Propose a hypothesis or other possible answer."
Example:
Both C5H12 and C5H11OH can be used as fuels. Predict which
compound would release a greater amount of heat per gram when
it undergoes complete combustion. Suggest two reasons to
support your prediction.
[3]
C5H12 would produce more heat per gram.
The molar mass of C5H12OH is higher than C5H12, so one gram has
fewer moles so less energy is released.
More energy is needed to break the bonds and intermolecular
forces in C5H12OH, so the net energy released will be smaller.
The alcohol contains oxygen and is already partially oxidized, so it
will release less energy than the hydrocarbon.
Tips:
• Apply your reasoning to a possibly unknown situation
• Pay attention to the number of marks available
Objective 3