How to Answer
PEE framework, command words, and mark bands. The technique side of GCSE Chemistry — knowing the chemistry is only half the job; the other half is matching your answer to what the examiner is actually asking for.
SPEC 8462 • EXAM FOUNDATIONS
Knowing ≠ Scoring
Every year, students who know the chemistry well still drop marks. The reason is almost always the same: they don't match the answer to the command word, or they leave out the mechanism that earns the mark.
"There continues to be a lack of precision when recalling definitions and other statements from the specification." — AQA Examiner Report (this comment recurs in 5+ reports across 2021–2024)
What This Lesson Gives You
One reusable answer-writing tool — PEE. The eight command words AQA uses on Chemistry papers, and what each one demands. Plus the two specific examiner traps that cost the most marks paper after paper.
The PEE Framework
For every "explain" question — and every extended response — use this three-step structure. It's the difference between a 1/3 answer and a 3/3 answer.
Point
precisely
Evidence
specific
Explain
mechanism or reason
When to use PEE
Every "explain" question. Every "why" question. Every extended response (5–6 marks). PEE is not for "state" or "give" questions — those want one fact, full stop.
PEE in Action — Graphite
Real example: a 3-mark question that appears in multiple variants every year. "Explain why graphite can conduct electricity."3 MARKS
✗ Weak — 1/3
"It has free electrons."
Why it loses 2 marks: bare statement, no named structure, no mechanism. The examiner can't tell whether you understand graphite or just memorised a phrase.
✓ Strong — 3/3
P: Graphite has delocalised electrons that can move through its structure.
E: Each carbon atom forms only 3 covalent bonds, leaving 1 electron per atom delocalised along the layers.
E: When a potential difference is applied, these delocalised electrons flow, carrying charge.
The Pattern
Strong answers name the structure (3 covalent bonds, 1 delocalised electron per atom), locate the mechanism (along the layers), and link cause to effect (potential difference → flow → charge carried). Weak answers skip the middle step.
Command Words — The Glossary
Every question begins with a command word. It tells you exactly what kind of answer earns the marks. Match the word, not the line space.
Command WordWhat It Demands
State / Give / NameSingle fact, one or two words. No explanation.
DescribeAccount of what happens — observations, colours, bubbles, precipitates. No why.
ExplainMechanism + reason. Use because and so that . WHY, in terms of particles, electrons, or bonds.
CompareSimilarities AND differences — both required . Use comparative phrasing.
EvaluatePros AND cons + a reasoned judgement . Missing the judgement caps you at Level 2.
CalculateShow all working. Label every step. Units on the final answer.
SuggestApply your knowledge to an unfamiliar context . No single right answer — any valid chemistry accepted.
JustifyUse evidence and reasoning to support a given conclusion or choice.
State, Give, Name — Don't Overwrite
The most common over-writing error. These three command words want one fact. Anything more is wasted exam time.
✗ Wasted Effort
"Give the symbol of sodium."
"Sodium is in Group 1 of the periodic table and its chemical symbol is Na, which comes from the Latin word natrium…"
Still scores 1, but you've burned 30 seconds you needed for Q9.
✓ Tight Answer
"Give the symbol of sodium."
Na
1 mark. Move on.
The Rule
State / Give / Name = one fact, one or two words. The mark is for the fact itself, not for explaining it. Save your time for the longer questions.
Describe vs Explain — The Big Distinction
Get this wrong and you lose marks even when the chemistry is right. The two words ask for fundamentally different things.
Describe = WHAT happens
Observations only. Colours change, bubbles form, a precipitate appears, the temperature rises by 12°C. Stick to what you can see, hear, or measure. No reasoning.
Explain = WHY it happens
Mechanism in terms of chemistry. Particles, electrons, bonds, energy. Use "because" and "so that". Cause linked to effect.
The Trap
Students who describe when asked to explain often score 0 — even when their description is correct. The examiner wants the chemistry mechanism, not the observation. Match the verb.
Compare — One Feature at a Time
"Compare" wants similarities AND differences, structured as direct comparisons — not parallel descriptions of A and then B.
✗ Parallel Description
"Ionic compounds have high melting points. They conduct when molten. They are usually soluble in water.
Simple molecular substances have low melting points. They don't conduct. Some are soluble."
Two paragraphs about different things — not a comparison.
✓ True Comparison
"Ionic compounds have high melting points whereas simple molecular substances have low melting points.
Ionic compounds conduct when molten but simple molecular substances do not conduct in any state."
One feature, both sides, in the same sentence.
EXAMINER ALERT (P1 Jun22 Q01.3)
Students were asked to compare physical properties of Group 1 elements with transition elements. The examiner reported: "Some students described a property of either a Group 1 element or a transition element without reference to the other." Fewer than 20% scored both marks. Use "whereas", "but", and "however" to force the comparison. Tables are also acceptable.
Evaluate — The #1 Trap
This single error is the largest single source of lost marks across 8 examiner reports. Read it carefully.
"The command word was 'evaluate'. This command word demands a reasoned judgement to be given for a fully complete answer. The vast majority of students did not include a judgement and were therefore unable to access Level 3." — AQA Examiner Report, P2 Jun 2022 Q03.1 (only ~10% of students gained 5 or 6 marks; recurs in P2 Jun 2023 Q10.1)
The Real Mark Scheme — P2 Jun24 Q06.1 (6 marks)
Level 3 (5–6): "A judgement, strongly linked and logically supported by a sufficient range of correct reasons, is given."
Level 2 (3–4): "Some logically linked reasons are given. There may also be a simple judgement."
Level 1 (1–2): "Relevant points are made. They are not logically linked."
The Cure — Always End With
"Overall, X is more suitable than Y because…"
"Therefore, I conclude that A should be chosen because…"
"On balance, B is the better choice because…"
No conclusion = capped at Level 2. That's 2 marks lost on a 6-mark question, every single time.
Calculate — Show All Working
Calculation marks are awarded for method as well as answer. Even if your final number is wrong, labelled working can still earn most of the marks via error carried forward.
Question: What volume of 2.0 mol/dm³ hydrochloric acid is needed to react with 2.4 g of magnesium? Give your answer in dm³. 3 MARKS
✗ Numbers Only
2.4 ÷ 24 = 0.1
0.1 × 2 = 0.2
0.2 ÷ 2 = 0.1
If "24" is wrong (or the student forgets the 1:2 mole ratio), the examiner can't tell where the error is. No partial credit can be awarded — what does each line represent?
✓ Labelled Steps
moles Mg = mass ÷ M_r
= 2.4 ÷ 24 = 0.1 mol
moles HCl = 2 × moles Mg
= 2 × 0.1 = 0.2 mol
(1 Mg : 2 HCl ratio)
volume = moles ÷ conc
= 0.2 ÷ 2.0 = 0.1 dm³
"Numbers were scattered around without helpful words such as 'moles =' or 'mass ='." — AQA Examiner Report, P1 Nov 2021 Q09.4
Units & Significant Figures
Units required on the final answer: g, mol, mol/dm³, g/dm³, dm³, cm³, kJ/mol. No units = the final mark is at risk even if the number is correct.
Significant figures: AQA expects answers given to an appropriate number of sig figs (typically matching the data given — usually 2 or 3). Don't write "0.10000". Don't round mid-calculation.
Suggest & Predict — Apply Your Knowledge
These two command words signal AO2 application — taking what you know and using it on something new. There's no single right answer; any chemically valid response scores.
Suggest
"Suggest a reason why…" / "Suggest one possible source of error…"
Apply any valid chemistry to an unfamiliar context. The examiner accepts a range of answers — but each must rest on chemistry, not guesswork.
Predict
"Predict whether X will react more vigorously than Y…"
Use a specific trend from the spec — e.g. Group 1 reactivity increases down the group, Group 7 reactivity decreases. Justify with the trend.
Why This Matters For Grade 7+
AO2 is worth ~40% of the paper — equal to AO1 (recall). Suggest and Predict are how AQA tests AO2. Without practice on novel-context questions, students get capped around grade 5–6 even with perfect recall.
Marks = Length Guide
One of the most reliable sources of lost marks: writing too little (or too much) for the marks available. The mark allocation is a depth instruction, not a suggestion.
MarksRoughlyWhat It Should Contain
1One short sentenceOne precise fact or one labelled calculation step.
2Two sentences / one with reasoningTwo distinct points, OR a fact plus a brief reason.
3–4Short paragraphThree to four linked points, or a full PEE answer with named substance.
5–6Structured paragraphCoherent chain of reasoning, named substances, mechanism, judgement (if "evaluate"). Marked using levels.
Match Marks, Not Lines
The lined space on the paper is generous on purpose — it has to fit the longest acceptable answer. Use the mark count to decide depth, not the lines provided.
What Level 3 Actually Looks Like
5- and 6-mark extended responses use level-based marking. The examiner reads the whole answer and assigns it a level based on coherence and chemistry depth — not by ticking individual points.
LevelMarksIndicators
35–6Coherent chain of reasoning · correct scientific terminology throughout · linked sentences · judgement where required
23–4Most points present · some logical linking · minor errors or missing conclusion
11–2Simple correct statements · no linking · bullet lists usually cap here
Lists Cap At Level 2
Bullet-pointed answers, even when chemically correct, very rarely reach Level 3. Connect your sentences with "because", "so that", "this means that", "therefore". That linking is exactly what "coherent chain of reasoning" means.
Practice Question
Explain why diamond has a very high melting point and does not conduct electricity.4 MARKS
P
Point: Diamond has a giant covalent structure with strong covalent bonds throughout, and no charged particles or delocalised electrons that can move.
E
Evidence: Each carbon atom in diamond forms 4 covalent bonds with 4 other carbon atoms, using all of its outer electrons in bonding.
E
Explain (high m.p.): A large amount of energy is needed to break the many strong covalent bonds — so the melting point is very high.
E
Explain (no conduction): Because all 4 outer electrons of each carbon are used in bonding, there are no delocalised electrons or ions free to move and carry charge — so diamond does not conduct.
Three Habits to Build Now
If you take only three things from this lesson, take these. Build them into every practice question from today onward.
1. PEE every "Explain" Answer
Point → Evidence → Explain. Named substance. "Because" and "so that". This single habit covers every 3-mark+ explain question.
2. Read the Command Word First
Underline it before writing. Match the verb. Describe ≠ Explain. Compare needs both sides. Suggest invites valid chemistry.
3. Evaluate = Pros + Cons + Judgement
Always end with "Overall, X is better because…". This is the single largest source of lost marks across all 8 examiner reports. Build the habit now and protect 2 marks every time.
Summary
The PEE Framework
P — Point: state the chemical claim precisely (spec language)
E — Evidence: name a specific substance, equation, or observation
E — Explain: mechanism + reason, using "because" and "so that"
Command Words — Quick Recall
State / Give / Name: one fact, no explanation
Describe: WHAT happens — observations only
Explain: WHY — particles, electrons, bonds
Compare: similarities AND differences, "whereas" / "but"
Evaluate: pros + cons + reasoned judgement
Calculate: labelled working + units
Suggest / Predict: apply chemistry to unfamiliar context
Level-Based Marking (5–6 mark Q)
Level 3 (5–6): coherent chain + named substances + judgement
Level 2 (3–4): most points, some linking, missing conclusion
Level 1 (1–2): simple statements, no linking — bullet lists cap here
Exam Tip
The single most expensive habit in GCSE Chemistry is writing an evaluate answer without a final judgement — it caps you at Level 2 and costs 2 marks every time. Always end with "Overall…", "Therefore…", or "On balance…".
Next: Knowing ≠ Scoring