1. Interpreting an Examination Question

The command term indicates the type and depth of response required. The complete wording of the question determines the physics that must be addressed, and the mark allocation indicates the expected scope of the response.

Before answering, identify:

1. the command term — what type of response is required;
2. the subject of the question — which object, system, quantity or process must be addressed;
3. the required outcome — a value, direction, trend, explanation, comparison or conclusion;
4. the given conditions — assumptions, reference directions, initial conditions or limiting cases;
5. the mark allocation — how many creditworthy elements or stages are expected.

A complete response follows all parts of the wording rather than responding only to the general topic.

2. Quick Guide to Common Response Types

Required response	Main purpose	Typical content
State / Identify / Predict	Give the required answer directly.	A fact, value, feature, direction, trend or expected outcome.
Outline / Describe	Present what happens or what is observed.	Main features, stages, changes or observations in a logical order.
Explain	Establish why a result occurs.	Relevant principle, mechanism, causal links and conclusion.
Justify	Support a judgement or conclusion.	Relevant evidence, data, calculation or physical reasoning.
Calculate / Determine / Show	Obtain or establish a result.	Relationship, working, substitution, derivation and final result.
Analyse / Deduce	Use supplied information to reveal a relationship or reach a conclusion.	Data or graph features, relevant physics and logical inference.
Discuss	Examine several relevant factors.	Evidence, competing effects, assumptions, limitations and a supported conclusion.

3. Command Terms Used in Examination Questions

Assessment Objective 1

Command term	Definition	How to answer
Draw	Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted and joined in a straight line or smooth curve.	Include the required labels, scales, directions and key features. Plot points accurately and use a ruler or smooth curve as appropriate.
State	Give a specific name, value or other brief answer without explanation or calculation.	Give the required fact, value, relationship, direction or conclusion directly and precisely.

Assessment Objective 2

Command term	Definition	How to answer
Annotate	Add brief notes to a diagram or graph.	Place each concise note next to the corresponding point, line, region or feature.
Calculate	Obtain a numerical answer showing the relevant stages in the working.	Write or use the relevant relationship, rearrange where required, substitute the data and give the final answer with appropriate significant figures, units and any required direction or sign.
Describe	Give a detailed account.	State the relevant observations, features, changes or stages in a clear and logical order.
Estimate	Obtain an approximate value.	Use an appropriate approximation, order of magnitude, graph reading or simplifying assumption, and report the result with suitable precision.
Identify	Provide an answer from a number of possibilities.	Select and state the required feature, quantity, variable, region, trend, source of error, direction or conclusion.
Outline	Give a brief account or summary.	State the main features, stages or relationships concisely.

Assessment Objective 3

Command term	Definition	How to answer
Analyse	Break down in order to bring out the essential elements or structure.	Select the relevant data, graph features, equations or physical principles and connect them to reveal the required relationship or structure.
Deduce	Reach a conclusion from the information given.	Use the supplied data, graph, diagram, equation, condition or previous result to derive a logically supported conclusion.
Determine	Obtain the only possible answer.	Use calculation, graph analysis or physical reasoning to obtain a definite result, showing the necessary working or reasoning.
Discuss	Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.	Examine the relevant factors, evidence, assumptions, competing effects and limitations, then give a supported conclusion.
Explain	Give a detailed account including reasons or causes.	State the relevant physical principle or cause, apply it to the situation, describe the necessary mechanism or changes, and reach the required result through a clear line of reasoning.
Predict	Give an expected result.	State the expected outcome using the physical relationship, model, trend or condition provided.
Show	Give the steps in a calculation or derivation.	Begin with an appropriate relationship and include sufficient intermediate steps to obtain the stated result.
Sketch	Represent by means of a diagram or graph. The sketch should give a general idea of the required shape or relationship and should include relevant features.	Show the correct overall shape, trend and key features. Label axes, quantities, intercepts, extrema, asymptotes or directions where relevant.
Suggest	Propose a solution, hypothesis or other possible answer.	Give a physically reasonable possibility that is consistent with the information and conditions in the question.

4. Command Terms Used in the Scientific Investigation

The Scientific Investigation assessment criteria use:

• State
• Identify
• Outline
• Describe
• Explain
• Justify

The first five have the meanings given above.

Command term	Definition	How to answer
Justify	Give valid reasons or evidence to support an answer or conclusion.	Support the judgement using relevant data, calculations, physical principles, uncertainty analysis or experimental evidence, and explain how the evidence supports the conclusion.

5. Other Common Wording

Examination questions may use wording that is not listed as a separate glossary command term.

Wording	Required response	How to answer
Compare	Give relevant similarities and differences.	Refer to both or all objects throughout, using the same physical quantities or criteria. Express each comparison directly.
Distinguish	Make relevant differences clear.	Contrast the concepts or situations using the same physical criterion.
Give a reason	State the physical reason for a result or choice.	Give the relevant principle, relationship, condition or evidence and connect it directly to the result.
Hence	Use a previous result to obtain the next result.	Begin from the result already established and apply it directly.
Hence or otherwise	Use the previous result or another valid method.	Choose the most efficient valid method and show the necessary reasoning.
Label	Add the required names, quantities or directions to a diagram.	Place each label clearly beside the corresponding feature.

A direct comparison uses both objects in the same statement:

Object A has a greater acceleration than object B because the resultant force on A is greater while their masses are equal.

6. General Method for Written-Response Questions

6.1 Before writing

Break the question into its required components.

For example:

Explain why the induced current decreases as the magnet moves further from the coil. [3]

The required components are:

• the magnet moves further from the coil;
• the rate of change of magnetic flux linkage decreases;
• the induced electromotive force decreases;
• the induced current decreases.

The answer should connect these components rather than present unrelated facts about electromagnetic induction.

6.2 While writing

Use complete physical statements.

A creditworthy statement should make clear:

• which object or system is being considered;
• which physical quantity changes;
• whether it increases, decreases, remains constant or changes direction;
• which law, relationship or mechanism produces the change;
• what result follows.

Write:

The rate of change of magnetic flux linkage decreases, so the induced electromotive force decreases according to Faraday’s law.

Rather than:

Less flux. Smaller emf.

6.3 After writing

Check that the response:

• follows the command term;
• addresses every part of the question;
• contains enough distinct physical content for the mark allocation;
• reaches the requested result;
• includes the required direction, sign, unit or reference point;
• uses the terminology and symbols of the syllabus.

7. Answering Explain Questions

An Explain question requires a connected physical argument. The answer should establish how the relevant conditions and physical principles produce the stated result.

Select the structure that matches the physics of the question.

7.1 Explaining a change in a physical quantity

Use:

initial change → physical relationship → resulting change → required consequence

Example:

The separation decreases. Since gravitational force is inversely proportional to the square of the separation, the force increases. The mass is constant, so the greater resultant force produces a greater acceleration.

The answer links:

1. the initial change in separation;
2. the force–distance relationship;
3. the resulting change in acceleration.

7.2 Explaining a physical process

Use:

initial condition → interaction or force → physical process → final state

Example:

Free electrons in the conductor experience an electric force and move through the conductor. They redistribute over the surface until their electric field cancels the electric field inside the conductor. The internal electric field is then zero, so there is no further net movement of charge.

7.3 Explaining a direction

Use:

identify the relevant vector or test object → apply the direction rule → state the direction

Example:

The electric field direction is defined as the direction of the force on a positive test charge. A positive test charge is repelled by the positive source charge, so the electric field points away from the source charge.

For magnetic-force questions, identify all three relevant directions:

• magnetic field;
• conventional current or velocity of positive charge;
• magnetic force.

7.4 Explaining an energy change

Use:

force and displacement → work done → energy transfer → observable result

Example:

The electric force acts in the direction of the electron’s displacement and therefore does positive work on the electron. Electric potential energy is transferred to kinetic energy, so the speed of the electron increases.

State the energy stores or forms involved. Expressions such as “energy is lost” should be replaced by a statement of where the energy is transferred.

7.5 Explaining equilibrium or stability

Use:

opposing effects → equilibrium condition → response to a change → resulting state

Example:

In a stable star, inward gravitational forces are balanced by outward thermal or radiation pressure. If the outward pressure decreases, the star contracts. The contraction increases the core temperature and pressure, producing an outward effect that opposes the contraction.

7.6 Explaining a graph feature

Use:

identify the feature → connect it to the relevant mathematical relationship → state the physical meaning

Example:

The gradient of the velocity–time graph is positive, so the acceleration is positive. The increasing gradient shows that the magnitude of the acceleration is increasing.

Quote the relevant feature precisely:

• positive or negative gradient;
• increasing or decreasing gradient;
• area under the graph;
• intercept;
• maximum or minimum;
• constant section;
• asymptotic behaviour.

7.7 Explaining a result from data

Use:

quote the relevant data or trend → interpret it physically → state the conclusion

Example:

Each measured charge is an integer multiple of approximately $\pu{1.60E-19 C}$. This repeated common increment shows that charge occurs in discrete units, providing evidence that electric charge is quantized.

7.8 Explaining why a model or approximation applies

Use:

state the relevant condition → identify the negligible effect → connect the simplified model to the situation

Example:

At low pressure, the average separation between gas molecules is large. Intermolecular forces and molecular volume are therefore negligible compared with the motion and volume of the gas, so the ideal-gas model provides a good approximation.

8. Describe, Explain, Deduce and Justify

Command term	Central task	Structure of a strong response
Describe	State what happens or what is observed.	Features, stages or changes in a logical order.
Explain	Establish why it happens.	Principle or cause → application or mechanism → result.
Deduce	Reach a conclusion from supplied information.	Given evidence → relevant relationship → conclusion.
Justify	Demonstrate why a judgement is supported.	Judgement → relevant evidence → explanation of how the evidence supports it.

Describe

The speed of the object increases as it falls.

Explain

The gravitational force has a component in the direction of motion and does positive work on the object. Gravitational potential energy is transferred to kinetic energy, so the speed increases.

Deduce

The velocity–time graph has a constant positive gradient. The acceleration is therefore constant and positive.

Justify

The graph is consistent with constant acceleration because its gradient remains constant within the uncertainty of the data.

9. Using Equations in Written Explanations

An equation should be translated into a physical statement.

Writing only

$$F=\frac{GMm}{r^2}$$

shows the relationship but does not state the required consequence.

Write:

The gravitational force is inversely proportional to the square of the separation, so decreasing the separation increases the force.

Use proportional language accurately:

• directly proportional;
• inversely proportional;
• proportional to the square;
• inversely proportional to the square;
• increases linearly;
• remains constant;
• approaches zero.

For gradient relationships, state both the mathematical and physical meanings.

For example:

$$E=-\frac{\Delta V}{\Delta x}$$

The electric field component is the negative potential gradient. The field therefore points in the direction of decreasing electric potential.

10. Calculations and Quantitative Reasoning

A clear calculation normally contains:

1. the relevant relationship;
2. any required rearrangement;
3. substitution with units;
4. an unrounded intermediate value where useful;
5. the final value with appropriate significant figures;
6. the required unit;
7. the direction, sign or interpretation where relevant.

Example:

$$F=\frac{GMm}{r^2}$$ $$F=\frac{(6.67\times10^{-11})(5.97\times10^{24})(2.00)}{(6.37\times10^6)^2}$$ $$F=19.6\ \mathrm{N}$$

The force is $\pu{19.6 N}$ towards the centre of Earth.

A numerical value without the required direction is incomplete when the quantity is a vector.

11. Vector Quantities

For one-dimensional vector calculations:

1. choose or use the stated positive direction;
2. assign signs according to direction;
3. calculate the signed component;
4. interpret the sign;
5. state the final magnitude and direction.

A negative result means that the resultant points opposite to the chosen positive direction.

For example:

Taking east as positive, the result is $-3.0\ \mathrm{m\,s^{-1}}$. Therefore, the velocity has magnitude $\pu{3.0 m.s^{-1}}$ and is directed west.

The sign assigned to a vector is determined by its direction relative to the chosen axis. It is not assigned directly from the sign of a source quantity such as electric charge.

12. Using the Mark Allocation

The mark allocation indicates the number and development of the physical elements required. The markscheme awards marks for specific creditworthy points, relationships, stages or conclusions.

Marks	Expected scope
1 mark	Give one precise fact, value, feature, relationship, direction, judgement or conclusion.
2 marks	Give two creditworthy elements, often as two related statements or as a result supported by its reason, condition or evidence.
3 marks	Develop a clear line of reasoning containing several relevant physical elements, stages, comparisons or causal links.
4 marks or more	Construct a complete multi-stage response that combines the required principles, conditions, mechanisms, calculations, evidence, comparisons or conclusions.

12.1 Marking points and sentences

A marking point is a creditworthy physical element, not a unit of writing.

One sentence may contain two marking points:

The potential difference increases, so the energy transferred to each unit charge increases.

Several sentences may express only one marking point when they repeat the same idea.

12.2 Planning by marks

For a 1-mark question:

• give the requested answer directly.

For a 2-mark question:

• identify two required elements;
• connect them when one causes or supports the other.

For a 3-mark question:

• identify the initial condition or evidence;
• state the relevant physical principle or mechanism;
• reach the required consequence or conclusion.

For a question worth 4 marks or more:

• divide the task into its named components;
• organize the components into a logical sequence;
• support each conclusion with physics, data or calculation;
• address every stated condition, object and comparison.

13. Constructing Creditworthy Statements

13.1 Name the quantity

Write:

The kinetic energy increases.

Rather than:

It increases.

13.2 State the direction of change

Write:

The magnitude of the electric field decreases as the distance from the charge increases.

Rather than:

The field changes.

13.3 State the relationship

Write:

The electric field strength is inversely proportional to the square of the distance.

Rather than:

Distance affects the field.

13.4 State the causal connection

Write:

The resultant force increases, so the acceleration increases because the mass remains constant.

Rather than:

The force and acceleration increase.

13.5 Use the evidence

Write:

The points lie close to a straight line through the origin, showing that the two quantities are directly proportional within experimental uncertainty.

Rather than:

The graph is linear.

13.6 State the final physical meaning

Write:

The negative value means that the force acts opposite to the chosen positive direction.

Rather than leaving the negative sign uninterpreted.

14. Final Answer Checklist

Before moving to the next question, check:

1. Have I followed the command term?
2. Have I answered the exact question?
3. Have I addressed every object, quantity, stage and comparison named?
4. Have I stated what changes and in which direction?
5. Have I included the relevant physical principle, relationship or mechanism?
6. Have I connected the cause, process and result clearly?
7. Have I used the given data, graph or diagram where required?
8. Have I shown sufficient working?
9. Have I included the required significant figures and units?
10. Have I stated the required direction, sign or physical interpretation?
11. Have I used precise syllabus terminology?
12. Does each sentence add a distinct and relevant physical point?

15. Core Principles

Write a clear and complete physical statement for every required idea. Connect the statements whenever the physics forms a logical or causal chain.

For an Explain question:

State the relevant physical principle or cause, apply it to the situation, describe the necessary mechanism or change, and use it to reach the required result.

For mark allocation:

Treat each mark as an indication of required creditworthy physics, while organizing the answer according to the logical structure of the question.

References

Physics guide, first assessment 2025, updated November 2024, pages 71 and 76–77.

The question-specific markscheme is the final basis for awarding marks.

Send Feedback