A level Chemistry command words 2026: What they mean and how to respond correctly
A Level Chemistry command words are the specific instruction verbs that appear at the start of exam questions, and they tell you precisely what the examiner expects in terms of depth, format, and scientific reasoning. Misreading a command word is the single most avoidable reason students lose marks in A Level Chemistry, even when they know the material well. This guide walks you through every major command term used in A Level Chemistry, from “describe” and “explain” to “suggest,” “deduce,” and “calculate,” covering how each one affects your answer structure, mark allocation, and exam board expectations for AQA and Cambridge 9701. Let’s get started.
- Why understanding command words is essential for scoring high in A level Chemistry
- Describe and explain in A level Chemistry: The key differences and how to answer each
- Calculate, show and determine in A level Chemistry: Working expectations
- Suggest and predict in A level Chemistry: What each term expects from you
- Deduce and identify in A level Chemistry: How to structure your answer
- How command words affect mark allocation in A level Chemistry
- Frequently asked questions
Why understanding command words is essential for scoring high in A level Chemistry
A Level Chemistry [1] is a subject that rewards precision. The science itself is demanding, but the way a student communicates their knowledge on paper matters just as much as the knowledge itself.
At Times Edu, we have worked with hundreds of students preparing for A Level Chemistry across both AQA and Cambridge International (9701) specifications. A recurring pattern we see is that students who score in the 60s and 70s often understand the chemistry well enough for a grade A. What holds them back is not gaps in content knowledge. It is misinterpreting what the question is actually asking for.
Command words in A Level Chemistry are not decorative. Each term signals a specific type of response, a specific level of detail, and in many cases, a specific format. The mark scheme is built around these command terms, which means that an examiner cannot award a mark for content that was not requested, no matter how scientifically accurate it is.
Understanding A Level Chemistry question language is therefore not just helpful revision. It is a core exam skill that separates students who know chemistry from students who can score chemistry.
>>> Read more: A Level Chemistry 9701 books 2026: Complete guide for students and teachers
Describe and explain in A level Chemistry: The key differences and how to answer each
The confusion between “describe” and “explain” is one of the most expensive mistakes a student can make in A Level Chemistry. Both words appear constantly, and yet they demand fundamentally different types of answers.
What “describe” means
“Describe” asks you to state what happens, what is observed, or what a trend looks like. You are reporting observations or features, not providing reasons.
A question such as “Describe the trend in boiling points down Group 7” expects an answer like: “Boiling points increase as you move down the group.” That is a complete and creditworthy response to a describe question.
One critical detail often overlooked is that adding an explanation to a “describe” question does not earn bonus marks. In many mark schemes, an incorrect or irrelevant explanation can actively introduce contradictory content that raises doubts about the student’s understanding.
What “explain” means
“Explain” asks you to give reasons. You must use chemical theory to show why something happens, and you should use connective language such as “because,” “due to,” or “therefore” to signal your reasoning.
Using the same example: “Explain the trend in boiling points down Group 7” requires: “As you move down the group, the atoms become larger, meaning more electrons are present. This leads to stronger London dispersion forces, so more thermal energy is required to overcome these forces, resulting in higher boiling points.”
The explain response earns marks for each correctly stated reason with a valid logical link. The describe response earns marks for simply identifying the trend. Mixing them up means losing marks for content you already know.
| Command word | What it asks for | Requires reasoning? | Common mistake |
|---|---|---|---|
| Describe | State what happens or what a trend is | No | Adding explanations that weren’t requested |
| Explain | Give reasons using chemical theory | Yes | Restating observations without connecting theory |
>>> Read more: A Level Chemistry Practical Write-Up : 8-Section Template for A*
Calculate, show and determine in A level Chemistry: Working expectations
Numerical questions in A Level Chemistry carry some of the most clearly structured marks on the paper. Each command word in this category has its own expectation for how you present your work.
Calculate
“Calculate” means you must produce a numerical answer using appropriate mathematical operations. You should always show your working, because method marks are available even if your final answer is incorrect.
Your answer must also be expressed to an appropriate number of significant figures. The general rule is to match the fewest significant figures given in the question data. Failing to state units where required is another common mark loss that we see repeatedly in student papers at Times Edu.
Show
“Show” questions are unique in A Level Chemistry. The question already tells you the answer, and your task is to demonstrate the working that leads to it. Many students treat “show” as easier than “calculate” and rush through it.
The examiner wants to see every step of your method clearly laid out. If you skip a step and write the final answer without showing the route to it, you may score zero even though the answer printed in the question matches yours exactly.
Determine
“Determine” asks you to extract or calculate a value from a given source, such as a graph, a table, or a data set provided in the question. You are not expected to recall the value from memory. You are expected to apply logical processing to the information given.
Drawing on years of experience at Times Edu, we advise students to always write down the data point or reading they took from the graph before performing any calculation. This small habit protects method marks even if arithmetic goes wrong.
| Command word | Source of answer | Show all working? | Sig figs required? |
|---|---|---|---|
| Calculate | Apply mathematical method | Yes | Yes |
| Show | Derive the given answer | Yes, every step | Yes |
| Determine | Extract from given data | Yes | Yes |
| Estimate | Approximate from graph or method | Show method | Not strictly required |
>>> Read more: A Level Chemistry Organic Reactions : 30 Reactions Mind Map for A*
Suggest and predict in A level Chemistry: What each term expects from you
“Suggest” is one of the most frequently misunderstood command terms in A Level Chemistry. Students either undersell their answers or freeze because they do not see an exact match to something they have memorized.
What “suggest” means
“Suggest” signals that the question is presenting an unfamiliar or novel situation. There is no single textbook answer. The examiner wants you to apply chemical principles logically to reach a plausible conclusion.
A question might ask you to suggest why a particular compound is more reactive than expected, even if that compound has never appeared in your syllabus. You are expected to draw on relevant theory, whether that is bond polarity, electron density, or intermolecular forces, and apply it to the unfamiliar case.
A common mistake we see is students writing nothing for “suggest” questions because they cannot remember a specific fact. That is exactly the wrong approach. These questions reward reasoning, not recall.
What “predict” means
“Predict” asks you to state an expected outcome based on patterns, trends, or chemical principles you already know. Unlike “suggest,” the answer to a “predict” question is more definitive. You are applying a known rule to produce an expected result.
For example, predicting the product of a reaction using knowledge of functional group reactivity is a “predict” task. You are expected to name or describe the outcome with confidence, not hedge your answer.
In our experience working with Cambridge 9701 students, “predict” often appears in organic chemistry questions and reaction mechanism contexts. Knowing your reaction pathways well is the most reliable preparation for this command word.
>>> Read more: A Level Chemistry Explanations for 2026: How to Write Clear, Accurate Answers That Earn More Marks
Deduce and identify in A level Chemistry: How to structure your answer
Both “deduce” and “identify” appear regularly in A Level Chemistry papers, and while they can look similar, they ask for different things.
What “deduce” means
“Deduce” asks you to reach a conclusion through logical reasoning from data or evidence provided in the question. You are working from something given to you, not from memory alone.
A typical “deduce” question might present a rate-concentration graph and ask you to deduce the order of reaction with respect to a particular reagent. Your answer should reference the data clearly, state the conclusion, and briefly explain the logical step that connects the two.
One critical detail often overlooked is the instruction to “use the data.” If a deduce question references a figure or a table, quoting specific values from that source is usually required to access full marks.
What “identify” means
“Identify” is more direct. You are asked to name or select something, often from information within the question or from prior knowledge. It typically requires a shorter answer than “deduce,” with less need for logical explanation.
For example, “Identify the functional group present in compound X” expects a clear, named answer such as “carboxylic acid” or “ester.” No explanation is required unless the question specifically adds “and explain.”
| Command word | Based on | Explanation needed? | Answer length |
|---|---|---|---|
| Deduce | Evidence or data in the question | Brief logical reasoning | Medium |
| Identify | Recognition from the question or knowledge | Usually not | Short |
| State | Direct knowledge recall | No | Very short |
>>> Read more: A Level Chemistry “Explain” vs “Evaluate” : A Complete Guide 2026
How command words affect mark allocation in A level Chemistry
Single-mark questions
Questions using “state,” “name,” or “give” are almost always worth one mark. They require a single correct piece of information, and adding more does not help. Overwriting these answers wastes time and clutters the response.
Multi-mark questions
“Explain” and “describe” questions typically carry two to four marks per part, with each valid point or logical step earning one mark. The mark scheme for these questions lists creditworthy points, and students must generate enough distinct ideas to hit all available marks.
In our experience working with AQA Chemistry students, the mark scheme for a three-mark “explain” question usually requires three separate, logically linked points. Writing one long sentence that blurs multiple ideas into one statement often earns only one mark, not three.
Level-of-response questions
These longer questions, worth six or more marks, are marked holistically. The examiner places your response in a level band based on the overall quality of scientific reasoning, the accuracy of chemical terminology, and the logical structure of your argument.
Command words such as “discuss,” “evaluate,” and “suggest” appear most frequently in these question types. Students who score at the top level typically show multiple perspectives, use precise chemical vocabulary, and structure their answer so the examiner can clearly follow the logic from one point to the next.
AQA vs Cambridge 9701 command word differences
Both AQA Chemistry and Cambridge 9701 use the same core set of command terms, but there are some meaningful differences in how they apply them.
| Feature | AQA Chemistry | Cambridge 9701 |
|---|---|---|
| Level-of-response questions | Common in Paper 1 and Paper 2 | Common in Paper 4 and Paper 5 |
| Use of “suggest” | Appears in application contexts | Frequently in unfamiliar organic contexts |
| “Outline” as a command | Occasional | More common in Paper 4 synoptic questions |
| Data-based “deduce” | Present | Very prominent in Paper 2 data questions |
| Defined command word glossary | Yes, in specification appendix | Yes, in 9701 syllabus document |
Cambridge 9701 students should download the official syllabus command word glossary and memorize it as part of early revision preparation. AQA students should consult the specification appendix, which also defines each command term in the context of Chemistry assessment.
Frequently asked questions
What are the most important command words in A level Chemistry?
What is the difference between describe and explain in A level Chemistry?
What does show mean in an A level Chemistry question and how must you answer it?
What does suggest mean in A level Chemistry and how much detail is needed?
What is the difference between deduce and identify in A level Chemistry?
What does state mean in A level Chemistry and how long should the answer be?
How do A level Chemistry command words differ between AQA and Cambridge?
Conclusion
At Times Edu, we work with A Level Chemistry students one-on-one to build exactly these skills, combining deep content knowledge with targeted exam technique. If you or your child is preparing for A Level Chemistry and wants a personalized academic roadmap that covers both syllabus content and exam strategy, our consultants are ready to help. Reach out to Times Edu today to book your first session.
