Student’s CD

Glossary of command words

When you read through a question on a question paper in ● Deduce/predict implies that the student is not expected
the examination, it is important to be able to work out how to produce the required answer by recall but by making a
much detail will be required in your answer, and also in which logical connection between other pieces of information.
direction you need to focus your answer. For example, if the Such information may be wholly given in the question or
question asks you to describe a phenomenon, no amount of may depend on answers extracted in an earlier part of the
detailed explanation will score the marks. If, however, the question.
question asks you to explain a reaction, just describing it ● Comment is intended as an open-ended instruction, inviting
will not have answered the question. The number of marks students to recall or infer points of interest relevant to the
allocated for any part of a question is a fairly useful guide to context of the question, taking account of the number of
the depth required for the answer: a [2] mark question on marks available.
a topic will not require nearly as much detail as a [5] mark ● Suggest is used in two main contexts. It may imply either
question on the same topic. Moreover, the number of lines that there is no unique answer (for example in chemistry,
allocated to an answer should give you some idea of how two or more substances may satisfy the given conditions
much to write about the topic. describing an ‘unknown’), or that students are expected to
Here are some of the ‘command words’ used in questions, apply their general knowledge to a new situation (one that
with short summaries of how you should interpret them, as may not formally be in the syllabus).
provided by Cambridge International Examinations. ● Find is a general term that may variously be interpreted as
calculate, measure, determine, etc.
● Define (the term(s)...) is intended literally. Only a formal
● Calculate is used when a numerical answer is required. In
statement or equivalent paraphrase is required.
general, working should be shown, especially where two or
● What is meant by (the term(s)...) normally implies that
more steps are involved.
a definition should be given, together with some relevant
● Measure implies that the quantity concerned can be
comment on the significance or context of the term(s)
obtained directly from a suitable measuring instrument, for
concerned, especially where two or more terms are
example length, using a rule, or angle, using a protractor.
included in the question.The amount of supplementary
● Determine often implies that the quantity concerned
comment intended should be interpreted in the light of the
cannot be measured directly but is obtained by calculation,
indicated mark value.
substituting measured or known values of other quantities
● State implies a concise answer with little or no supporting
into a standard formula, such as the determination of
argument, for example a numerical answer that can be
relative molecular mass.
obtained ‘by inspection’.
● Estimate implies a reasoned order of magnitude statement
● List requires a number of points with no elaboration. If a
or calculation of the quantity concerned. Students should
specific number of points is requested, this number should
make any necessary simplifying assumptions about points of
not be exceeded.
principle and about the values of quantities not otherwise
● Explain may imply reasoning or some reference to theory,
included in the question.
depending on the context.
● Sketch, when applied to graph work, implies that the shape
● Describe requires students to state in words (and using
and/or position of the curve need only be qualitatively
diagrams where appropriate) the main points of the
correct, but students should be aware that, depending on
topic. It is often used with reference either to particular
the context, some quantitative aspects may be looked for,
phenomena or to particular experiments. For particular
such as passing through the origin, having an intercept,
phenomena, the term usually implies that the answer should
asymptote or discontinuity at a particular value. In
include reference to (visual) observations associated with
diagrams, sketch implies that a simple, free-hand drawing is
the phenomena. In other contexts, describe and give an
acceptable though care should be taken over proportions
account of should be interpreted more generally, i.e. the
and the clear exposition of important details.
student has greater discretion about the nature and the
● Construct is often used in relation to chemical equations
organisation of the material to be included in the answer.
where a student is expected to write a balanced equation,
Describe and explain may be coupled in a similar way to
not by factual recall but by analogy or by using information
state and explain.
in the question.
● Discuss requires students to give a critical account of the
● Compare requires students to provide both the similarities
points involved in the topic.
and differences between things or concepts.
● Outline implies brevity, i.e. restricting the answer to the
● Classify requires students to group things based on
essentials.
common characteristics.

Cambridge International AS and A Level Chemistry © Peter Cann and Peter Hughes 2015