Overview
Understanding command words is not just a general exam skill; it is the absolute key to unlocking marks in Cambridge International A-Level Biology (9700). Each command word is a precise instruction from the examiner, telling you exactly what type of answer is required. Misinterpreting a command word, for example by describing when you should be explaining, is one of the most common reasons students lose marks they otherwise deserve.
The Foundation: Recall and Precision
For Cambridge syllabus 9700, at the simplest level, you will encounter command words that test your recall of core biological knowledge. These include State, List, and Define. For these questions, less is more. State requires a single, concise factual point. List asks for a number of points with no elaboration. Define is the most precise of all; it demands the official, syllabus-specific definition of a term. For example, defining 'active transport' requires specific keywords like 'against a concentration gradient' and 'using ATP'. There are no marks for waffle or extra information; stick to the facts.
Building Blocks: Describe and Calculate
For Cambridge syllabus 9700, moving up in complexity, Describe and Calculate require you to process information, not just recall it. When asked to Describe, you are painting a picture with words. If it's a graph, you state the trend, quote data points with units, and describe the shape. If it's a process like mitosis, you outline the sequence of events stage by stage. The key is to state *what* happens, not *why*. For Calculate questions, always show your working clearly. Examiners can often award partial marks for a correct method even if your final answer is incorrect, so never just write down a single number.
Making Connections: Explain and Suggest
For Cambridge syllabus 9700, this is where true biological understanding is tested. The command word Explain is your cue to demonstrate this by linking cause and effect. You must go beyond describing what happens and state *why* it happens, using your biological knowledge. A good technique is to use linking words like 'because', 'therefore', or 'this leads to...'. For example, explaining why a high-salt diet causes high blood pressure involves linking osmosis, water potential in the blood, and the resulting increase in blood volume and pressure. Suggest pushes this further, asking you to apply your knowledge to a novel context not explicitly covered in the syllabus. Here, you must use logical biological principles to propose a valid hypothesis or explanation.
High-Tariff Questions: Analyse, Discuss, and Evaluate
For Cambridge syllabus 9700, in the A2 Paper 4, and to some extent in Paper 2, you will face high-tariff questions using command words like Analyse, Discuss, and Evaluate. These require structured, multi-faceted answers. Analyse is typically used with data; you must identify trends, patterns, and relationships, and use specific figures from the data to support your points. Discuss and Evaluate require you to consider different sides of an argument or issue. For example, evaluating the use of biofuels would involve outlining the advantages (e.g., renewable) and disadvantages (e.g., food security issues). To reach the top marks, you must present this balanced view and then conclude with a supported judgement. A simple list of pros and cons is not enough; you must weigh them up to form a conclusion. For a deeper dive into these terms, see our general guide to [Cambridge command words explained](/blog/cambridge-command-words-explained).
Command Words in Practical Papers
For Cambridge syllabus 9700, command words are just as important in the Practical Papers (Paper 3 and Paper 5). You will be asked to Record results in a suitable table, Present data in a graph with correctly labelled axes, and Identify anomalies or sources of error. The higher-level skills also appear. For instance, you might be asked to Evaluate the experimental procedure. This means you must identify significant limitations in the method (e.g., difficulty in controlling temperature, small sample size) and suggest specific, realistic improvements. Understanding how [9700 marking works](/subjects/9700) is crucial here, as examiners look for specific points related to validity and reliability.
Frequently asked questions
This section covers Frequently asked questions — ranked by what Cambridge examiners return to most often in past papers.
What is the difference between 'Describe' and 'Explain'?
'Describe' asks you to state what is happening or what a trend looks like. Think of it as a commentary. 'Explain' asks you to state why it is happening, using scientific principles to link cause and effect. A description of a graph might state 'the rate increases', while an explanation would state why it increases.
How do I get top marks for an 'Evaluate' question?
To score highly, you must go beyond a simple list of pros and cons. You need to present both sides of the argument with supporting biological detail. Crucially, you must then write a concluding statement that makes a judgement, weighing up the points you have made to decide which argument is stronger or what the overall outcome is.
Do I lose marks for writing too much?
Cambridge does not use negative marking, so you won't lose a mark for an incorrect statement. However, writing irrelevant information wastes valuable exam time. In some cases, if you write a correct point and then directly contradict it, an examiner may apply a 'list rule' and not award the mark. Be precise and concise.