Welcome to the Language of Science!

Have you ever felt like science sounds like a completely different language? That is because it is! In the MYP, especially when you are working on Criterion D: Reflecting on the impacts of science, the way you use words is just as important as the facts you know. In this chapter, we are going to unlock the "secret code" of scientific language and master the command terms that tell you exactly how to answer your exam questions.

Section 1: Why Scientific Language Matters

In Criterion D, you are often asked to talk about how science affects the world—like how we treat drinking water or how we generate electricity. Using general words like "stuff" or "things" can make your ideas feel fuzzy. Scientific language helps you be precise and clear.

Precision is Key

In science, words have very specific meanings. Using the right term shows your teacher (and the IB examiners) that you truly understand the concepts.

Example:
Instead of saying: "The car went faster and faster."
Use: "The vehicle's acceleration increased."

Applying Language to Real-Life Issues

When you discuss the impacts of science (like the environmental impact of plastic or the economic cost of new medicines), you should use terms relevant to that topic.

Quick Tip: If you are writing about global warming, don't just say "it gets hot"; use terms like greenhouse gases, thermal energy, and infrared radiation. This is what the IB means by "applying scientific language effectively" (Criterion D, strand iii).

Section 2: The Command Term "Verb Ladder"

The MYP uses specific "command terms" in every question. Think of these as a ladder. As you move up the ladder, the questions get harder, but you can earn more marks!

1. State (The Bottom Step: Levels 1–2)

To state means to give a specific name, value, or other brief answer without an explanation.
Example: "State one greenhouse gas."
Answer: "Carbon dioxide (\(CO_{2}\))."

2. Outline (The Next Step: Levels 3–4)

To outline means to give a brief account or summary. You don't need a lot of detail yet, just the main points.
Example: "Outline how solar panels help the environment."
Answer: "Solar panels capture sunlight and turn it into electricity without burning fuels, which reduces pollution."

3. Describe (The Middle Step: Levels 5–6)

To describe means to give a detailed account or picture of a situation, event, or process. You are telling the reader what is happening.
Example: "Describe the process of water filtration."
Answer: "Water passes through layers of sand and gravel which trap large dirt particles, leaving the water clearer."

4. Explain (The Top Step: Levels 7–8)

To explain is the most important skill for high marks. It means to give a detailed account including reasons or causes. You are telling the reader why or how something happens.
Memory Trick: Whenever you see "Explain," always use the word "because" in your head!
Example: "Explain why using electric cars reduces a city's carbon footprint."
Answer: "Electric cars reduce a city's carbon footprint because they do not have internal combustion engines that release \(CO_{2}\) into the atmosphere, which is a major contributor to the greenhouse effect."

Section 3: Evaluating and Discussing

In Criterion D, you will often see the terms Discuss and Evaluate. These are very common in the "Applying Science" task of the eAssessment.

Discuss: This means to offer a balanced review that includes a range of arguments, factors, or hypotheses. You should look at both the "pros" and the "cons."

Evaluate: This goes one step further than discussing. You look at the strengths and limitations, and then you make a judgment based on the evidence.

Did you know? A common task in the eAssessment is to evaluate two different methods for solving a problem (like two ways to clean water). To get a high score, you must explain which one is better and why, using your scientific knowledge to back it up.

Section 4: Common Mistakes to Avoid

Don't worry if this feels like a lot! Here are the most common traps students fall into:

  • Confusing "Describe" and "Explain": Remember, "Describe" is what happened; "Explain" is why it happened.
  • Being too vague: Instead of saying "this helps people," be specific: "this improves public health by reducing the spread of pathogens."
  • Forgetting the context: In Criterion D, always connect your scientific language to the real-world issue mentioned in the question.
  • "Prove" vs "Support": In science, we rarely "prove" things 100%. It is better to say the evidence supports a claim or suggests a conclusion.

Quick Review: Key Takeaways

- Use Precise Terms: Replace "everyday" words with scientific ones whenever possible.
- Follow the Verbs: Read the command term carefully. If it says Explain, you must provide the Why.
- Balance Your Arguments: When asked to Discuss or Evaluate, always look at both the good and the bad points.
- Level Up: Moving from stating to explaining is how you move from a Level 2 to a Level 8!

Note: For more information on how to back up your arguments with evidence, see the chapter on "Documenting sources and academic honesty".