Command Words - GCSE Biology
Command words
The key list of common command words used in our exams is listed below. The definitions are intended to provide guidance to teachers and students as to what a student will be expected to do when these words are used in examinations.
The exact response expected to a command word will be dependent on the context. At all times, we advise students to read the full question carefully to be sure of what they are being asked to do.
Command Words Definitions
| Command word | Definition |
|---|---|
| analyse | Separate information into components and identify their characteristics. Discuss the pros and cons of a topic or argument and make reasoned comment. |
| calculate | Generate a numerical answer, with workings shown. |
| choose | Select from a list or a number of alternatives. |
| classify | Assign to a category or group. |
| compare and contrast | Identify similarities and differences. |
| complete | Add words, numbers, labels or plots to complete a sentence, table, diagram or graph. |
| conclude | Make a decision after reasoning something out. |
| construct | Write out or draw the requested item, e.g. '...Construct a dot and cross diagram for sodium chloride...' or '...Construct a balanced equation for a specific reaction...' |
| convert | Change a defined item to another defined item, e.g. '...Convert your calculated answer in g to an answer in moles...' |
| deduce | Use your knowledge and/or supplied data to work something out, e.g. '...Deduce the empirical formula of compound X (using supplied data)...' |
| define | Use your knowledge to state the meaning of a given term, e.g. '...Define the term specific heat capacity...' or '...Define the term momentum...' |
| describe | Set out the facts or characteristics. The description of a process should address what happens, and when and/or where it happens. (Compare with 'Explain') For example, when asked to describe the change in rate of reaction seen on a graph, the expected response might be to describe whether the rate of reaction remains constant, or decreases or increases over time. |
| design | Plan and present ideas to show a layout / function / workings / object / system / process. |
| determine | Obtain a solution by following a set of procedures. Obtain a numerical value by carrying out a series of calculations. Also see 'Find' which is more commonly used for Foundation tier. |
| discuss | Give an account that addresses a range of ideas and arguments. |
| draw | Produce a diagram with sufficient detail and labels to illustrate the answer. (Compare with 'Sketch') |
| estimate | Assign an approximate value. |
| evaluate | Make a qualitative judgement taking into account different factors and using available knowledge / experience / evidence. |
| explain | Set out reasons and/or mechanisms to address why and/or how something happens. (Compare with 'Describe') For example, when asked to explain the change in rate of reaction seen on a graph, the expected response would suggest scientific reasons for any change seen, for example in terms of molecular collisions or enzymatic action. |
| find | Obtain a solution by following a set of procedures. Obtain a numerical value by carrying out a series of calculations. Also see 'Determine'. Find is more commonly used for Foundation tier. |
| give | A short answer is required without explanation (unless separately requested). |
| how | In what way? |
| identify | Recognise, list, name or otherwise characterise. |
| illustrate | Make clear by using examples or providing diagrams. |
| justify | Present a reasoned case for actions or decisions made. |
| label | Add names or other identifying words or symbols to a diagram. |
| measure | Establish a value using a suitable measuring instrument or technique. |
| name | Provide appropriate word(s) or term(s). |
| outline | Provide a description setting out the main characteristics / points. |
| plan | Consider, set out and communicate what is to be done. |
| plot | Translate data into a suitable graph or chart, with labelled axes. |
| predict | Make a judgement of an event or action that will or would happen in the future, as a result of knowledge, experience or evidence. |
| recall | Use your knowledge of the specification to remember a relevant key fact which needs to be used in the question. |
| select | Carefully choose as being the most suitable for a task or purpose. |
| show | Write down details, steps or calculations to prove a fact or answer. |
| sketch | Produce a simple, freehand drawing to illustrate the general point being conveyed. Detail is not required. (Compare with 'Draw') In the context of a graph, the general shape of the curve would be sufficient without plotting precise points. (Compare with 'Plot') |
| state or define | Express in precise terms the nature, state or meaning. |
| suggest | Give possible alternatives, produce an idea, put forward (for example) an idea or a plan for consideration. |
| use / using | The answer must be based on information given in the question. |
| what | A request for information, clarified by the context or question in which it is contained. |
| which | Identify an object, word or explanation. |
| why | For what reason? |
| write | Present the required information, e.g. '...Write balanced equations that represent the radioactive decay of...' |