Aqa Science Igcse Biol1 W Sms

AQA Level 1/2 Certificate in Biology
PAPER 1
SPECIMEN MARK SCHEME
Version 1.0
MARK SCHEME
Information to Examiners
1. General
The mark scheme for each question shows:
the marks available for each part of the question
the total marks available for the question
the typical answer or answers which are expected
extra information to help the Examiner make his or her judgement and help to
delineate what is acceptable or not worthy of credit or, in discursive answers, to
give an overview of the area in which a mark or marks may be awarded.
The extra information is aligned to the appropriate answer in the left-hand part of
the mark scheme and should only be applied to that item in the mark scheme.
At the beginning of a part of a question a reminder may be given, for example:
where consequential marking needs to be considered in a calculation;
or the answer may be on the diagram or at a different place on the script.
In general the right hand side of the mark scheme is there to provide those extra
details which confuse the main part of the mark scheme yet may be helpful in
ensuring that marking is straightforward and consistent.
2. Emboldening
3.
2.1
In a list of acceptable answers where more than one mark is available any
two from is used, with the number of marks emboldened. Each of the
following lines is a potential mark.
2.2
A bold and is used to indicate that both parts of the answer are required to
award the mark.
2.3
Alternative answers acceptable for a mark are indicated by the use of or.
(Different terms in the mark scheme are shown by a / ; eg allow smooth / free
movement.)
Marking points
3.1
Marking of lists
This applies to questions requiring a set number of responses, but for which
candidates have provided extra responses. The general principle to be
followed in such a situation is that right + wrong = wrong.
Each error/contradiction negates each correct response. So, if the number
of error/contradictions equals or exceeds the number of marks available for
the question, no marks can be awarded.
However, responses considered to be neutral (indicated as * in example 1)
are not penalised.
AQA Level 1/2 Certificate in Biology - Specimen Paper 1 V1.0

2
Example 1: What is the pH of an acidic solution? (1 mark)

Candidate
Response
1
2
3
4
4,8
green, 5
red*, 5
red*, 8
Marks
awarded
0
0
1
0
Example 2: Name two planets in the solar system. (2 marks)
3.2
Candidate
Response
1
2
Pluto, Mars, Moon

Pluto, Sun, Mars,
Moon
Marks
awarded
1
0
Use of chemical symbols / formulae

If a candidate writes a chemical symbol / formula instead of a required
chemical name, full credit can be given if the symbol / formula is correct and
if, in the context of the question, such action is appropriate.
3.3
Marking procedure for calculations

Full marks can be given for a correct numerical answer, as shown in the
column answers, without any working shown.
However if the answer is incorrect, mark(s) can be gained by correct
substitution / working and this is shown in the extra information column.
3.4
Interpretation of it
Answers using the word it should be given credit only if it is clear that the it
refers to the correct subject.
3.5
Errors carried forward

Any error in the answers to a structured question should be penalised once
only.
Papers should be constructed in such a way that the number of times errors
can be carried forward are kept to a minimum. Allowances for errors carried
forward are most likely to be restricted to calculation questions and should be
shown by the abbreviation e.c.f. in the marking scheme.
3.6
Phonetic spelling
The phonetic spelling of correct scientific terminology should be credited
unless there is a possible confusion with another technical term.
3.7
Brackets
(..) are used to indicate information which is not essential for the mark to
be awarded but is included to help the examiner identify the sense of the
answer required.

3
4.
Quality of communication and levels marking

In Question 6(c) candidates are required to produce extended written material in
English, and will be assessed on the quality of their written communication as well
as the standard of the scientific response.
Candidates will be required to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
The following general criteria should be used to assign marks to a level:
Level 1: basic
Knowledge of basic information
Simple understanding
The answer is poorly organised, with almost no specialist terms and their use
demonstrating a general lack of understanding of their meaning, little or no detail
The spelling, punctuation and grammar are very weak.
Level 2: clear
Knowledge of accurate information
Clear understanding
The answer has some structure and organisation, use of specialist terms has
been attempted but not always accurately, some detail is given
There is reasonable accuracy in spelling, punctuation and grammar, although
there may still be some errors.
Level 3: detailed
Knowledge of accurate information appropriately contextualised
Detailed understanding, supported by relevant evidence and examples
Answer is coherent and in an organised, logical sequence, containing a wide
range of appropriate or relevant specialist terms used accurately.
The answer shows almost faultless spelling, punctuation and grammar.

4
COMPONENT NUMBER: AQA Level 1/2 Certificate in Biology

COMPONENT NAME: Paper 1
STATUS: Specimen Paper V1.0
question
1(a)
1(b)(i)
1(b)(ii)
answers
extra information
mark
X cerebral cortex
Y cerebellum
Z medulla
electrical stimulation
MRI (scanning)
loss of (some) muscular

coordination
Total

5

question
answers
2(a)
fix itself to the wall of the intestine
2(b)
extra information
owtte
mark
1
surface area
absorption
digestive enzymes
it has long hind legs
to enable it to jump (from one

host to another)
Total

6

question
3(a)
3(b)
answers
extra information
mark
weedkillers
rooting (powders)
gravity
accept gravitropism / geotropism
caused redistribution of auxin /

hormone to lower side of stem
these hormones stimulate growth

of cells on the lower side of stem
only
so the stem grows upwards
Total

7

question
answers
extra information
accept specific functions of white
cells
mark
4(a)(i)
defence
4(a)(ii)
forming clot at site of wound
4(a)(iii)
100 0.008
correct answer with or without

working gains 2 marks
12 500
ignore any units
the size of red blood cell is

approximately same size as
capillary
or
red blood cell is too big
allow use of numbers
4(a)(iv)
do not accept capillaries are

narrow
therefore there is no room for

more than one cell
or
only one can fit
4(a)(v)
4(b)(i)
in lungs oxygen diffuses from

the alveoli into the blood
whole statement required
in the red blood cell, oxygen

combines with haemoglobin,
forming oxyhaemoglobin
in tissues oxyhaemoglobin splits

up, releasing oxygen, which
diffuses into the cells
accept converse for Student X
(Student Y) because she had

the lower resting heart rate
the lower heart rate increase
and
the quicker recovery time
1
Question 4 continues on the next page . . .

8

Question 4 continued . . .
question
4(b)(ii)
answers
extra information
mark
when exercising the rate of

aerobic respiration in the
muscles is higher
(the increased heart rate)

increases rate of delivery of
oxygen to the (respiring)
muscles
and increases rate of delivery of

glucose to the (respiring)
muscles
and results in faster removal of

carbon dioxide and lactic acid
Total
16

9

question
5(a)
5(b)(i)
answers
mark
labels in correct order
pyramid / step shape correct
44 000 / 4 6000 000
= 0.0096
5(b)(ii)
extra information
correct answer with or without

working gains 2 marks
any two from:
energy heats up leaves

energy absorbed by
non-photosynthetic parts
energy transmitted through
leaves
5(b)(iii)
5(c)
because some energy is used

by the primary consumers in
movement
because some energy is

transferred to the surroundings
as heat
because some energy lost in

waste from primary consumers
or
not all primary consumer is
eaten
temperature limits rate, when its

cold and bright
light limits rate at dusk / night /

dawn
amount of carbon dioxide limits

rate when its warm and bright
Question 5 continues on the next page . . .

10

Question 5 continued . . .
question
answers
5(d)
because microorganisms feed

on / digest / break down leaves /
carbohydrates
and when these organisms

respire
carbon is released into the

atmosphere as carbon dioxide
Total
extra information
mark
15

11

question
6(a)
6(b)
6(c)
answers
extra information
mark
pathogens
toxins
cells
dead / weakened microbes
stimulate antibody production
antibody production rapid if

microbe enters again
Marks awarded for this answer will be determined by the quality of

communication as well as the standard of the scientific response. Examiners
should also refer to the information on page 4 and apply a best-fit approach to
the marking.
0 marks
No
relevant
content.
Level 1 (12 marks)
Level 2 (34 marks)
There is a basic
description of two of:
introduction of the
gene into the
bacterium
DNA structure in
relation to function
assembly of amino
acids into the
protein.
There is a clear
description, but a lack of
detail, of:
introduction of the
gene into the
bacterium
DNA structure in
assembly of amino
acids into the
protein.
0 marks Level 1 (1-2 marks)

Level 2 (3-4 marks)
examples of biology points made in the response:
Level 3 (56 marks)

There is a clear and
detailed scientific
description of:
introduction of the
gene into the
bacterium
DNA structure in
assembly of amino
acids into the
protein.
Level 3 (5-6 marks)
the gene for (production of the hepatitis) protein / antigen is introduced into bacteria
this gene is a section of a DNA molecule
this section has specified sequence of bases
which act as code
for assembly of amino acids
in the correct order to produce protein / antigen
Total
12

12

question
7(a)
answers
any two from:
long / pointed horns and for
defence
large ears and to hear
predators approaching
appearance blends with
background and gives
camouflage
extra information
allow long legs and to run away
or to kick predators
mark
2
allow tall and can see predators a

long distance away
allow eyes on the sides of their
heads and to have all-round
vision to spot predators
7(b)(i)
evaporation / transpiration
7(b)(ii)
19.30 and 08.00
7(b)(iii)
this is when the moisture content

in grass is highest
therefore animal takes in most

water if it eats at this time
7(c)(i)
to reduce water loss (in dry area)

/ conserve water
7(c)(ii)
large surface area of blood

vessels / dilation of blood vessels
for evaporation / radiation
intertwining results in close

contact of arteries and veins or
splitting up of arteries and veins
ensures larger surface area in
contact
cool venous blood cools arterial

blood
7(c)(iii)
Total
11

13

question
8(a)
8(b)
8(c)(i)
8(c)(ii)
answers
extra information
mark
there is glucose in the dialysis

fluid
so that glucose does not go out of

the blood
or
so that blood glucose
concentration unaffected / stays
constant
there is no urea in the dialysis

fluid
so that urea diffuses out of the

blood into the dialysis fluid and is
removed from the body
problem may be temporary

or
problem could be cured by other
means
operation / transplants carry risk
no antigens
on (the surface) of red blood cells
dependent on first mark
would cause agglutination /

clumping if different
allow clotting / coagulation
Total

14

question
9(a)
answers
9(b)(ii)
accept explanations in terms of

the symbols A and S
parental genotypes
HbAHbS
HbAHbS
gamete genotypes
HbA HbS HbA
correctly derived
9(b)(i)
extra information
mark
1
1
S
Hb
childrens genotypes
HbAHbA HbAHbS
HbA HbS HbSHbS
correctly derived
HbSHbSclearly defined as having

sickle-cell anaemia
HbAHbA individuals are more

likely to die of malaria
HbSHbS individuals likely to die of

condition before maturity
but crosses between

heterozygotes keeps frequency of
HbS allele high
there is partial coincidence

between distribution of malaria
and sickle-cell allele
but there could be another factor

that influences both distributions
Total

15

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AQA Level 1/2 Certificate in Biology

AQA Level 1/2 Certificate in Biology - Specimen Paper 1 V1.0

Example 1: What is the pH of an acidic solution? (1 mark)

Example 2: Name two planets in the solar system. (2 marks)

Pluto, Mars, Moon

Use of chemical symbols / formulae

Marking procedure for calculations

Errors carried forward

AQA Level 1/2 Certificate in Biology - Specimen Paper 1 V1.0

Quality of communication and levels marking

AQA Level 1/2 Certificate in Biology - Specimen Paper 1 V1.0

COMPONENT NUMBER: AQA Level 1/2 Certificate in Biology

loss of (some) muscular

AQA Level 1/2 Certificate in Biology - Specimen Paper 1 V1.0

COMPONENT NUMBER: AQA Level 1/2 Certificate in Biology

fix itself to the wall of the intestine

it has long hind legs

to enable it to jump (from one

AQA Level 1/2 Certificate in Biology - Specimen Paper 1 V1.0

COMPONENT NUMBER: AQA Level 1/2 Certificate in Biology

accept gravitropism / geotropism

caused redistribution of auxin /

these hormones stimulate growth

so the stem grows upwards

AQA Level 1/2 Certificate in Biology - Specimen Paper 1 V1.0

COMPONENT NUMBER: AQA Level 1/2 Certificate in Biology

forming clot at site of wound

correct answer with or without

ignore any units

the size of red blood cell is

allow use of numbers

do not accept capillaries are

therefore there is no room for

in lungs oxygen diffuses from

whole statement required

in the red blood cell, oxygen

whole statement required

in tissues oxyhaemoglobin splits

whole statement required

accept converse for Student X

(Student Y) because she had

the quicker recovery time

AQA Level 1/2 Certificate in Biology - Specimen Paper 1 V1.0

COMPONENT NUMBER: AQA Level 1/2 Certificate in Biology

when exercising the rate of

(the increased heart rate)

and increases rate of delivery of

and results in faster removal of

AQA Level 1/2 Certificate in Biology - Specimen Paper 1 V1.0

COMPONENT NUMBER: AQA Level 1/2 Certificate in Biology

labels in correct order

pyramid / step shape correct

44 000 / 4 6000 000

correct answer with or without

any two from:

energy heats up leaves

because some energy is used

because some energy is