What are examiners looking for?

Whatever type of question you are answering, it is important to respond in a suitable way. Examiners use instructions to help you to decide the length and depth of your answer. The most common words used are given below, together with a brief description of what each word is asking for.

Define
This requires a formal statement. Some definitions are easy to recall.

Define the term transport.
This is the movement of molecules from where they are in lower concentration to where they are in higher concentration. The process requires energy.

Other definitions are more complex. Where you have problems it is helpful to give an example.

Define the term endemic.
This means that a disease is found regularly in a group of people, district or country. Use of an example clarifies the meaning. Indicating that malaria is invariably found everywhere in a country confirms understanding.

Explain
This requires a reason. The amount of detail needed is shown by the number of marks allocated.
Explain the difference between resolution and magnification.

Resolution is the ability to be able to distinguish between two points whereas magnification is the number of times an image is bigger than an object itself.

State
This requires a brief answer without any reason.

State one role of blood plasma in a mammal.
Transport of hormones to their target organs.

List
This requires a sequence of points with no explanation.

List the abiotic factors which can affect the rate of photosynthesis in pond weed.
carbon dioxide concentration; amount of light; temperature; pH of water

Describe
This requires a piece of prose which gives key points. Diagrams should be used where possible.

Describe the nervous control of heart rate.
The medulla oblongata (1) of the brain connects to the sino-atrial node in the right atrium, wall (1) via the vagus nerve and the sympathetic nerve (1) the sympathetic nerve speeds up the rate (1) the vagus nerve slows it down. (1)

Discuss
This requires points both for and against, together with a criticism of each point.
(Compare is a similar command word).

Discuss the advantages and disadvantages of using systemic insecticides in agriculture.
Advantages are that the insecticides kill the pests which reduce yield (1) they enter the sap of the plants so insects which consume sap die (1) the insecticide lasts longer than a contact insecticide, 2 weeks is not uncommon (1)

Disadvantages are that insecticide may remain in the product and harm a consumer e.g. humans (1) it may destroy organisms other than the target (1) no insecticide is 100% effective and develops resistant pests. (1)

Suggest
This means that there is no single correct answer. Often you are given an unfamiliar situation to analyse. The examiners hope for logical deductions from the data given and that, usually, you apply your knowledge of biological concepts and principles.

The graph shows that the population of lynx decreased in 1980. Suggest reasons for this.
Weather conditions prevented plant growth (1) so the snowshoe hares could not get enough food and their population remained low (1) so the lynx did not have enough hares (prey) to predate upon. (1) The lynx could have had a disease which reduced numbers. (1)

Calculate
This requires that you work out a numerical answer. Remember to give the units and to show your working, marks are usually available for a partially correct answer.

If you work everything out in stages write down the sequence. Otherwise of you merely give the answer and if it is wrong, then the working marks are not available to you.

Calculate the Rf value of spot X. (X is 25 mm from start and solvent front is 100 mm)

Rf =  distance moved by spot
       distance moved by the solvent front

= 25 mm
  100 mm

= 0.25

Outline

This requires that you give only the main points. The marks allocated will guide you on the number of points which you need to make.

e.g. Outline the use of restriction endonuclease in genetic engineering.

If a question does not seem to make sense, you may have mis-read it. Read it again!

Some dos and don’ts

DO's

• Do answer the question. No credit can be given for good Biology that is irrelevant to the question.
• Do use the mark allocation to guide how much you write. Two marks are awarded for two valid points – writing more will rarely gain more credit and could mean wasted time or even contradicting earlier valid points.
• Do use diagrams, equations and tables in your responses. Even in ‘essay style’ questions, these offer an excellent way of communicating biology.
• Do write legibly. An examiner cannot give marks if the answer cannot be read.
• Do write using correct spelling and grammar.
• Structure longer essays carefully. Marks are now awarded for the quality of your language in exams.

DON'Ts

• Don’t fill up any blank space on a paper. In structured questions, the number of dotted lines should guide the length of your answer. If you write too much, you waste time and may not finish the exam paper. You also risk contradicting yourself.
• Don’t write out the question again. This wastes time. The marks are for the answer!
• Don’t contradict yourself. The examiner cannot be expected to choose which answer is intended. You could lose a hard-earned mark.
• Don’t spend too much time on a part that you find difficult. You may not have enough time to complete the exam. You can always return to a difficult calculation if you have time at the end of the exam.