9.2.1Exam Guidance and Skills

Command Words — AQA A Level Biology 7402 Revision Notes & Topical Questions

5 min read 9 parts Lesson 7 of 13 1 quiz

📚 AQA A Level Biology 7402 Hub / Topical Revision

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Lesson summary

9.2.1 Command Words — AQA A Level Biology 7402 notes: Interpret the command words used in AQA Biology papers and give the type and depth of answer each one requires.The command word is the instruction at the start of a question, such as describe or explain.It tells you what type …

State, name, give, identify
Deduce, predict
Sketch, plot, draw
Use the information
Exam-style question 1
Exam-style question 2

Part 1 of 7Why command words matter

The command word is the instruction at the start of a question, such as describe or explain.

Why command words matter

It tells you what type of answer earns marks.

A student who knows the biology but answers a different command from the one set will lose marks, for example by describing a graph when asked to explain it.

The number of marks in brackets shows how many separate points you need,

so a [3] question needs three distinct creditworthy points, and your answer should be about that long.

Part 2 of 7Command words that ask for recall

1State, name, give, identify

State, name, give, identify a short, precise answer, usually a word or a single phrase. No explanation is required.

2Define

Define give the meaning of a term accurately, for instance "water potential is the pressure created by water molecules".

3Outline

Outline give the main points briefly without detail.

4List

List write items only.

Part 3 of 7Command words that ask for description or explanation

Describe

Describe say what happens or what you can see, in order, without giving reasons.

For a graph, quote the trend with data, for example "rate increases from 2 to 8 arbitrary units between 10 and 30 °C".

Explain

Explain give reasons, using "because" or "so that".

Link cause to effect, using the biology: "rate rises because more kinetic energy gives more enzyme-substrate collisions".

Suggest

Suggest apply your knowledge to an unfamiliar context. The answer is not in, but the principle is. Credit is given for plausible reasoning.

Justify

Justify give evidence that supports a decision or conclusion.

Part 4 of 7Command words that ask for comparison and judgement

Compare

Compare give similarities and differences, with both items mentioned in each point. Use words such as "whereas" and "both".

Contrast

Contrast give differences only.

Discuss

Discuss give a balanced account of different viewpoints or factors, usually in a longer answer.

Evaluate

Evaluate weigh up strengths and weaknesses, and reach a conclusion supported by evidence.

Command	Needs reasons?	Needs a conclusion?
Describe	No	No
Explain	Yes	No
Compare	No (unless also explain)	No
Evaluate	Yes	Yes

Part 5 of 7Command words for calculation and data

Calculate

Calculate work out a number, showing the method. Include the unit. Marks are often given for the working, so show each step.

Determine

Determine find a value from data or a graph, often through calculation.

Deduce, predict

Deduce, predict use data or biological principles to reach a conclusion, or give an expected outcome with a reason.

Sketch, plot, draw

Sketch, plot, draw produce a graph or diagram; for a sketch the shape and labels matter, whereas a plot needs accurate points.

Use the information

Use the information your answer must refer to the data or text given.

Part 6 of 7Reading a question properly and mark points and how many to give and practising with command words

Underline the command word and the key biological terms before answering. Note the marks. Check whether the question restricts the answer ("in a plant cell", "using the figure"). Make sure that you answer every part, because a [4] question that asks for "two features and why they are important" needs two features and two reasons.

Mark schemes list separate mark points, and you earn one mark for each different, correct point, up to the maximum.

Repeating the same idea in different words gains nothing.

For a [3] question, aim for three clear points and a fourth if you are unsure,

because a wrong extra statement does not usually cancel a correct one, unless it contradicts it.

Two

If a question asks for two things, give exactly two: examiners usually only read the first two answers and ignore any extra.

Where a question has an extended answer with levels of response,

such as a six-mark question, marks reflect the quality and completeness of the whole answer,
so plan a sequence of linked points and finish with a conclusion if the command word is evaluate or discuss.

A useful revision method is to take one topic, such as the nervous system, and write a question for each command word: state the resting potential, describe the passage of an action potential, explain why the speed is faster in myelinated axons, compare transmission at a synapse with along an axon, and evaluate the use of a drug that acts at synapses.

Reading a question properly and mark points and how many to give and practising with command words

Answer each in the form that the word demands.

This shows how the same content can be used in different ways and makes you alert to the exact wording in the exam.

After a practice paper, go through each lost mark and write down whether the cause was knowledge, command word, precision or timing,

so that you can focus on the weakest.

Part 7 of 7Exam-style questions

Describe and explain the effect of temperature on the rate of an enzyme-controlled reaction between 0 and 40 °C. [4]4 marks
Compare the structure of DNA and RNA. [3]3 marks

Key terms

Term	Meaning
Command word	The word that tells you what type of answer is needed
Describe	Say what happens, without reasons
Explain	Give reasons using biological ideas
Suggest	Apply knowledge to an unfamiliar situation
Evaluate	Weigh strengths and weaknesses and reach a conclusion
Compare	Give similarities and differences
Calculate	Work out a numerical answer showing the method

Avoid these mistakes

Describing when asked to explaina mere statement of the trend does not give reasons.

Giving only one half of a comparison, so that the second item is not mentioned in each point.

Not using the data when the question says 'use the information'.

Giving a conclusion without evidence for an 'evaluate' question.

Last updated: 18 October 2026