Cambridge IGCSE Biology 0610: Command words and keywords

Cambridge IGCSE Biology (0610) uses the standard Cambridge command words plus some subject-specific expectations. Recent Principal Examiner Reports and mark schemes show that precise biological language and correct response to command words are crucial for full marks.

Command words in Biology 0610

Most common and how to respond

Command word	What to do in Biology	Common mistake
State / Identify	One word or short phrase. Name the structure, process or factor.	Writing long explanations.
Describe	What something looks like or what happens. No “why”.	Adding explanation when not asked.
Explain	Why or how. Use “because”; link cause and effect.	Only describing what happens.
Compare	Similarities and differences. Use “both…”, “whereas…”.	Listing features separately.
Suggest	Apply knowledge to a new situation (e.g. unfamiliar experiment).	Repeating textbook answers.
Calculate	Show working for magnification, percentages, etc. Include units.	Wrong formula or missing units.
Draw / Label	Clear diagram; accurate labels.	Messy or mislabelled diagrams.
Evaluate	Weigh up; conclude with evidence.	No conclusion or one-sided answer.

What examiner reports say

Recent Biology 0610 examiner reports note:

• Candidates often ignore the command word and answer in the wrong style.
• For “State one way” or “State two factors”, only give the number asked for—extra answers are not credited.
• Suggest questions require application to the scenario—generic answers score poorly.
• Explain needs clear cause–effect links; vague statements get partial credit at best.

Keywords examiners look for

Mark schemes reward syllabus terminology. Vague or everyday language often scores poorly. Here are terms that appear frequently in mark schemes and examiner reports.

Cell structure and organisation

Term	Use correctly	Avoid
Mitochondria	Site of aerobic respiration	Confusing with ribosomes in photomicrographs
Ribosome	Site of protein synthesis	Mixing up with mitochondria
Partially permeable membrane	In osmosis	”Semi-permeable” (less preferred)
Concentration gradient	For diffusion	Vague “difference”
Active transport	Against concentration gradient; requires energy	Saying it occurs without a membrane
Osmosis	Water only; through partially permeable membrane	Including solutes

Enzymes and digestion

Term	Use correctly	Avoid
Optimum	Best pH or temperature	”Ideal” or “perfect”
Denature	Active site changes shape; enzyme no longer works	Saying “die” or “destroy”
Lock and key	Substrate fits active site	Vague “fits”
Substrate	Molecule the enzyme acts on	Wrong term
Absorption	Into blood (e.g. glucose, amino acids)	Confusing with assimilation
Assimilation	Incorporation into body cells/tissues	Confusing with absorption

Human systems

Term	Use correctly	Avoid
Urea	Excreted by kidney	Saying bladder excretes urea
Kidney	Forms urine; excretes urea	Bladder only stores urine
Villus / villi	Finger-like projections; absorption	Misspelling or wrong structure
Alveolus	Gas exchange; large surface area	Vague “lungs”
Capillary	Thin walls; diffusion	Wrong vessel type

Ecology and inheritance

Term	Use correctly	Avoid
Producer	Makes food (e.g. plants)	“Plant” without context
Consumer	Eats other organisms	Vague “animal”
Decomposer	Breaks down dead matter	Confusing with detritivore
Allele	Form of a gene	”Gene” when allele is meant
Genotype	Genetic makeup	Phenotype when genotype is asked
Phenotype	Observable characteristic	Genotype when phenotype is asked

Practical (Paper 5/6)

Term	Use correctly	Avoid
Independent variable	What you change	”Input” or “cause”
Dependent variable	What you measure	”Output” or “result”
Control	Keeps other variables constant	Vague “fair test”
Reliability	Repeat; similar results	”Accuracy” when reliability is meant
Limitation	Source of error or weakness	Generic “human error”

Common mistakes from examiner reports

Cell structure and photomicrographs

• Confusing mitochondria with ribosomes in photomicrographs.
• Not linking structure to function (e.g. mitochondria → respiration).

Diffusion and osmosis

• Saying decreasing concentration gradient increases diffusion rate (wrong).
• Misinterpreting osmosis experiments—thinking the solution is water when it is concentrated.
• Saying active transport occurs without a membrane.

Enzymes and digestion

• Wrong test or result for reducing sugars (e.g. Benedict’s; blue → brick red).
• Saying stomach enzymes work best at higher temperature (they work best at low pH).

Excretion

• Saying the bladder excretes urea (kidney does).
• Confusing absorption and assimilation.

Inheritance and variation

• Not recognising that environment affects variation (e.g. height).
• Mixing up genotype and phenotype.

Practical skills

• Not identifying variables, controls or safety measures.
• Generic evaluation (“could be more accurate”) instead of specific improvements.

Tips for Biology 0610

1. Underline the command word and respond accordingly.
2. Use syllabus terms—check the mark scheme for acceptable wording.
3. Learn the pairs: absorption vs assimilation; kidney vs bladder; genotype vs phenotype.
4. For Suggest: Always apply to the specific experiment or scenario.
5. Past papers + mark schemes + examiner reports are essential.

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Based on Cambridge IGCSE Biology 0610 syllabus, mark schemes and Principal Examiner Reports. Check the latest syllabus for your exam series.