Aqa Gcse Biology Jun23 Ms 2h

GCSE
BIOLOGY
8461/2H
Paper 2 Higher Tier
Mark scheme
June 2023
Version: 1.0 Final
*236G84612H/MS*
MARK SCHEME – GCSE BIOLOGY – 8461/2H – JUNE 2023
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all associates participate in and is the scheme which was used by them in
this examination. The standardisation process ensures that the mark scheme covers the students’
responses to questions and that every associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative
answers not already covered by the mark scheme are discussed and legislated for. If, after the
standardisation process, associates encounter unusual answers which have not been raised they are
required to refer these to the Lead Examiner.
It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular examination
paper.
Further copies of this mark scheme are available from aqa.org.uk
Copyright information
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own
internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third
party even for internal use within the centre.
Copyright © 2023 AQA and its licensors. All rights reserved.
2
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 their judgement
• the Assessment Objectives and specification content that each question is intended to cover.
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 (for example, a scientifically correct answer that could not reasonably be expected from a
student’s knowledge of the specification).
2. Emboldening and underlining

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 bullet points 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.
Alternative words in the mark scheme are shown by a solidus eg allow smooth / free movement.
2.4 Any wording that is underlined is essential for the marking point to be awarded.
3
3. Marking points
3.1 Marking of lists
This applies to questions requiring a set number of responses, but for which students 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 errors /
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.
Example 1: What is the pH of an acidic solution?

[1 mark]
Student Response Marks

awarded
1 green, 5 0
2 red*, 5 1
3 red*, 8 0
Example 2: Name two magnetic materials.

[2 marks]
Student Response Marks awarded

1 iron, steel, tin 1
2 cobalt, nickel, nail* 2
3.2 Use of symbols / formulae
If a student writes a chemical symbol / formula instead of a required chemical name, or uses
symbols to denote quantities in a physics equation, 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
Marks should be awarded for each stage of the calculation completed correctly, as students are
instructed to show their working. At any point in a calculation students may omit steps from their
working. If a subsequent step is given correctly, the relevant marks may be awarded.
Full marks are not awarded for a correct final answer from incorrect working.
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.
4
3.5 Errors carried forward
An error can be carried forward from one question part to the next and is shown by the
abbreviation ‘ecf’.
Within an individual question part, an incorrect value in one step of a calculation does not prevent
all of the subsequent marks being awarded.
3.6 Phonetic spelling
Marks should be awarded if spelling is not correct but the intention is clear, 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.
3.8 Allow
In the mark scheme additional information, ‘allow’ is used to indicate creditworthy

alternative answers.
3.9 Ignore
Ignore is used when the information given is irrelevant to the question or not enough to gain the
marking point. Any further correct amplification could gain the marking point.
3.10 Do not accept
Do not accept means that this is a wrong answer which, even if the correct answer is given as
well, will still mean that the mark is not awarded.
3.11 Numbered answer lines
Numbered lines on the question paper are intended to support the student to give the correct
number of responses. The answer should still be marked as a whole.
4. Level of response marking instructions

Extended response questions are marked on level of response mark schemes.
• Level of response mark schemes are broken down into levels, each of which has a descriptor.
• The descriptor for the level shows the average performance for the level.
• There are two marks in each level.
Before you apply the mark scheme to a student’s answer, read through the answer and, if
necessary, annotate it (as instructed) to show the qualities that are being looked for. You can then
apply the mark scheme.
5
Step 1: Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets
the descriptor for that level.
The descriptor for the level indicates the different qualities that might be seen in the student’s
answer for that level. If it meets the lowest level then go to the next one and decide if it meets this
level, and so on, until you have a match between the level descriptor and the answer. With practice
and familiarity you will find that for better answers you will be able to quickly skip through the lower
levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer. Do not look to penalise
small and specific parts of the answer where the student has not performed quite as well as the rest.
If the answer covers different aspects of different levels of the mark scheme you should use a best
fit approach for defining the level.
Use the variability of the response to help decide the mark within the level, ie if the response is
predominantly level 2 with a small amount of level 3 material it would be placed in level 2 but be
awarded a mark near the top of the level because of the level 3 content.
Step 2: Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to
allocate marks can help with this. The exemplar materials used during standardisation will help.
There will be an answer in the standardising materials which will correspond with each level of the
mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can
compare the student’s answer with the example to determine if it is the same standard, better or
worse than the example. You can then use this to allocate a mark for the answer based on the Lead
Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify points
and assure yourself that the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
mentioned in the indicative content to reach the highest level of the mark scheme.
You should ignore any irrelevant points made. However, full marks can be awarded only if there are
no incorrect statements that contradict a correct response.
An answer which contains nothing of relevance to the question must be awarded no marks.
6
Question 1
AO /
Question Answers Extra information Mark
Spec Ref.
01.1 a community 1 AO1

4.7.1.1
AO /
Spec Ref.
01.2 brambling and chaffinch 1 AO2

4.6.4
AO /
Spec Ref.
01.3 the brambling and the bullfinch 1 AO1

cannot breed together to give 4.6.2.2
fertile offspring
AO /
Spec Ref.
01.4 allow answers in terms of month AO3

numbers 4.7.1.1
ignore seasons
constant (from Jan) to Mar / ignore straight 1

(mid-)Apr
increases (from mid-)Apr to / 1

and May
1
decreases from May / Jun to
Dec
if no other marks awarded allow
for 1 mark constant, then
increase then decrease
AO /
Spec Ref.
01.5 B 1 AO3
4.7.1.1
4.7.1.4
7
AO /
Spec Ref.
01.6 D (because) present only May to allow D (because) present only 1 AO3
Sep May to Oct 4.7.1.1
4.7.1.4
allow D (because) not present
Oct to Apr / May
allow D (because) present only
in summer
in winter
for all the year
allow D (because) only present
for some of the year
Total Question 1 8
8
Question 2
AO /
Spec Ref.
02.1 accommodation 1 AO1

4.5.2.3
AO /
Spec Ref.
02.2 B 1 AO1
4.5.2.3
AO /
Spec Ref.
02.3 E 1 AO1
4.5.2.3
AO /
Spec Ref.
02.4 becomes fatter / thicker / wider allow more convex / curved / 1 AO1
rounded 4.5.2.3
ignore larger / smaller
AO /
Spec Ref.
02.5 any two from: 2 AO1

4.5.2.3
• (muscles in the iris) contract allow (muscles in the iris)
shorten
ignore circular / radial muscles
ignore (muscles in the iris) relax
do not accept ciliary muscles
contract
• reduce size of pupil allow constrict pupil

allow reduce size of aperture /
gap / hole
• reduces (amount of) light allow reduces (amount of) light

entering reaching retina
9
AO /
Question Answers Mark
Spec Ref.
02.6 Level 2: The method would lead to the production of a valid 3–4 AO2
outcome. The key steps are identified and logically sequenced.
Level 1: The method would not necessarily lead to a valid 1–2 AO1
outcome. Most steps are identified, but the method is not fully
logically sequenced.
No relevant content 0
Indicative content 4.5.2.1

RPA7
• identification of method eg ruler drop
• correct details of method chosen eg hold ruler above thumb
• repetitions – at least two more times
• repeat with (at least 2 more) other students
• tested without coffee and with coffee or with different amounts of

coffee
• calculate mean value with coffee and without coffee
• compare results with and without coffee
• correct control variables for method chosen, eg:

o same age
o sex
o BMI
o amount of sleep
o volume / concentration / type of coffee
o time interval between drinking and testing
o control variable within method described
For level 2 reference to collecting results with and without coffee

along with how the investigation is designed to create valid results
is required
Total Question 2 10
10
Question 3
AO /
Spec. Ref.
03.1 any one from: 1 AO2

• variation of a named / allow eg different flavour / colour 4.6.1.3
described (desirable)
characteristic
• not all susceptible to the
same disease / pathogen
• maintain / increase gene pool
allow different customer
preferences
AO /
Spec. Ref.

• they have the same named allow eg all high yield or all 4.6.1.3
/(desirable) characteristic(s) disease-resistant or same
(desirable) flavour
• they grow at the same rate
• they ready to harvest at same
time
AO /
Spec. Ref.
03.3 (a group of) cells are grown (into ignore clones 1 AO1
a new organism) 4.6.2.5
11
AO /
Spec. Ref.

4.6.2.1
different 4.7.1.2
• water allow rain
• minerals / ions allow named example
ignore nutrients
• light ignore sun unqualified
• herbivores allow named example
• disease allow named example
• plant density
• soil pH
allow different temperature
allow different environmental
conditions
AO /
Spec. Ref.
03.5 male gametes = X + Y if neither mark awarded, allow 1 AO1

1 mark for male = X + X and
female gametes = X + X female = X + Y 1 AO1
offspring genotypes correctly allow correct for chromosome 1 AO2

derived from gametes assignment in mp1 & mp2
4.6.1.8
AO /
Spec. Ref.

4.6.1.8
• half are XX and half are XY
• equal probability of X or Y
sperm fertilising an egg
• (the Punnett square shows)
50% (chance of) male /
female
12
AO /
Spec. Ref.
03.7 any two from: 2 AO2

• temperature 4.6.2.3
• type / amount of food allow (volume / amount of) water
• light
• whether chickens are kept
indoors or outdoors
• amount of movement / space allow same stocking density
(allowed) allow same number of each type
ignore same number unqualified
• time of year
allow mass at start
allow age of chicken(s)
allow same medication or all
healthy
AO /
Spec. Ref.

4.6.2.3
• (more) valid / representative allow can calculate a valid mean
or
reduce the effect of
anomalies
• (more) accurate mean allow (more) accurate results
allow (more) reliable mean /
results
13
AO /
Spec. Ref.
03.9 breed best of A and B (together) allow cross / mate best of A and 1 AO2
B
select offspring with highest egg allow select the best offspring 1 AO1
numbers and heaviest / fastest for both desired characteristics
growing
breed (these) offspring together 1 AO1
repeat over many / several do not accept reference to 1 AO1

generations repeated breeding of the original
parents 4.6.2.3
Total Question 3 15
14
Question 4
AO /
Spec. Ref.
04.1 Level 2: Scientifically relevant facts, events or processes are 4‒6
AO1
identified and given in detail to form an accurate account.
4.7.2.1
4.7.2.2
Level 1: Facts, events or processes are identified and simply 1‒3
4.2.3.2
stated but their relevance is not clear.
4.4.1.1
4.4.1.3
4.4.2.1
Indicative content
• microorganisms / bacteria / fungi (cause decay)
• (named) enzyme used in decay / digestion
• digestion or large molecules to small molecules
• respiration by microorganisms
• production / release of carbon dioxide
• carbon dioxide is released into the air
• carbon dioxide taken in by stomata / leaves

• carbon dioxide used in photosynthesis
• making glucose / sugar / starch / cellulose / other named
example
• release of nitrate (ions) into the soil

• nitrate (ions) taken in (by roots)
• nitrate (ions) taken in by active transport
• nitrate (ions) for making amino acids / proteins / DNA / other
named example
For Level 2, the response needs to refer to both breakdown and

use of nitrogen and carbon compounds
15
AO /
Spec Ref.

• use more temperatures 4.7.2.3
RPA10
• measure pH at smaller time
intervals
• use a data logger (for
continuous monitoring)
• measure pH at same time of
day
• same type of milk allow example, such as same fat
content of milk
• repeat (at each temperature)
and calculate a mean or
repeat (at each temperature)
and eliminate anomalies
• cover / uncover all beakers
ignore same pH probe / meter
ignore extend beyond 4 days
ignore age of milk
AO /
Spec Ref.
04.3 points for days 1, 2 and 3 allow a tolerance of ± ½ small 2 AO2

correctly plotted square 4.7.2.3
allow 2 correct plots from days RPA10
1, 2 and 3 for 1 mark
do not accept an incorrect plot
for day 0 / 4
correct curved line of best fit ignore line joined point to point 1
with straight lines
ignore extrapolation
do not accept a single straight
line
16
AO /
Spec Ref.
04.4 tangent drawn to the 15 °C do not accept if there is an 1 AO2

curve at 2 days incorrect tangent at 2 days 4.7.2.3
RPA10
allow a tolerance of ± ½ small 1

6.5 – 4.5
4 square
0.5 1
0.5 allow any number of decimal 1

= 1.67 places
0.3
allow answer to student’s
incorrectly calculated rate
divided by 0.3
do not accept if a unit is given
AO /
Spec Ref.
04.5 enzymes more active allow enzymes work more 1 AO2

or more bacteria produced quickly
ignore enzymes work better
lipids broken down more quickly allow fats broken down more 1 AO2
quickly
fatty acids produced more ignore glycerol 1 AO1

quickly (which changes pH) do not accept incorrect products
of lipid breakdown, eg amino 4.2.2.1
acids or glycogen 4.7.2.3
RPA10
alternative route
allow more (kinetic) energy (at
higher temperature) (1)
molecules move faster
or more (successful) collisions
or lipids broken down more
quickly (1)
fatty acids produced more
quickly (which changes pH) (1)
Total Question 4 17
17
Question 5
AO /
Spec Ref.
05.1 allow answers in terms of insulin AO3

for hormone A and / or glucagon 4.5.3.7
4.5.3.2
for hormone B
4.5.3.1
allow answers in terms of blood
glucose (concentration) for
substance Q
if (concentration of substance) 1
Q becomes high (hormone) A is
released / used
if (concentration of substance) 1
Q becomes low (hormone) B is
released / used
hormone(s) / A / B brings 1
(concentration of) substance Q
back to ideal / normal
AO /
Spec Ref.
05.2 (thyroxine) increases (basal) allow (thyroxine) increases 1 AO1

metabolic rate metabolism 4.5.3.7
4.4.2.1
allow (thyroxine) increases
4.4.2.3
respiration
allow (thyroxine) increases
reactions in cells
respiration releases energy allow respiration releases heat 1

do not accept energy being
produced / made / created
allow respiration is exothermic
18
AO /
Spec Ref.
05.3 (kidney) tubules less permeable 1 AO1

to water
(so) less water is reabsorbed allow (so) less water taken back 1 AO1
into the blood
(so) more water in urine causing allow (so) more water in urine 1 AO2
increased rate of production (of causing increased volume (of
urine) urine)
(so) more water in urine causing (so) more water in urine causing 1 AO2
lower concentration of dissolved more dilute urine
substances (in urine) 4.5.3.3
Total Question 5 9
19
Question 6
AO /
Spec Ref.
06.1 ignore reference to animals AO2

4.7.1.2
(0 to 6h): 4.7.2.2
in the dark so (only) respiration allow no / limited light so (only) 1 4.4.1.2
occurs respiration occurs 4.4.2.1
allow night(time) so (only)
respiration occurs
(respiration) produces carbon 1
dioxide
(8 to 12h):
in the light so photosynthesis allow in the light so more 1
(rate) is faster than respiration photosynthesis than respiration
(rate)
allow day(time) so more
photosynthesis than respiration
do not accept no respiration
idea of net / overall uptake of allow uptake of carbon dioxide 1
carbon dioxide by photosynthesis is greater /
faster than output by respiration
AO /
Spec Ref.
06.2 answers must be comparative AO3

4.7.2.4
allow converse argument 4.7.3.4
4.7.3.3
field of maize only takes in allow maize takes in carbon 1
carbon dioxide for 6 months of dioxide for a shorter amount of
the year (compared to all year) time
(and) field of maize takes in less 1

carbon dioxide per day than
rainforest
20
AO /
Spec Ref.
06.3 for comparison 1 AO2
(because) different areas started do not accept (because) 1 AO3

with different numbers (of different areas started with
species) different numbers of trees 4.7.2.4
4.7.3.1
4.7.3.4
4.7.3.6
4.7.3.3
AO /
Spec Ref.
06.4 ignore answers referring to AO3

numbers of trees unqualified 4.7.2.4
any one from: 1 4.7.3.1
• number of tree species 4.7.3.6
increased rapidly at first 4.7.3.3
• the number of tree species

increases more slowly later
• rate of increase of number of

tree species decreases with
time
• beyond about 50 years there allow it takes 45 to 55 years for

were more tree species than the forest to recover (the
in the original rainforest number of species)
• there was (great) variability of

number of tree species from
one study area to another at
the same time
ignore biodiversity increases
21
AO /
Spec Ref.
06.5 more / different types of food ignore more food available 1 AO2
available 4.7.2.4
4.7.3.1
4.7.3.6
more / different types of habitat / allow more / different habitats 1 4.7.3.3
shelter or nest sites available
Total Question 6 11
22
Question 7
AO /
Spec Ref.
07.1 as volume of follicles rises allow (positive) correlation 1 AO3

oestrogen concentration (in between oestrogen 4.5.3.4
4.5.3.6
blood) rises (for 7 / 8 days) concentration and volume of
follicles (for 7 / 8 days)
or oestrogen concentration is in
proportion to follicle volume (for
7 / 8 days)
do not accept an increase of
oestrogen concentration causes
an increase of follicle volume
AO /
Spec Ref.
07.2 (volume of one follicle)
allow = 3 × π × 113
4 4
= 3 × 3.14 × 113 1 AO2
= 5572.(4533) allow 5575(.279…) 1 AO2
(total volume of follicles) 1 AO3

= 39 000 (mm3)
39 000 allow use of an incorrect volume 1 AO2

= 6.99… (from Figure 12) and / or an
5572
incorrectly calculated volume of
one follicle
7 do not accept 7.0 1 AO2
4.5.3.6
23
AO /
Spec Ref.
07.3 (lack of FSH causes) lack of allow lack of FSH causes lack of 1 AO2
oestrogen (production) follicle development / growth / 4.5.3.4
maturation
breast development is allow (female) secondary sexual 1

dependent on oestrogen (from characteristics are dependent
follicles) on oestrogen (from follicles)
AO /
Spec Ref.
07.4 gametes correct: 1 AO2

H + h and H + h 4.6.1.6
4.6.1.7
correct derivation of offspring allow correct for gametes stated 1
genotypes: in mp1
HH Hh Hh hh
correct phenotype for each allow correct for genotypes 1

genotype stated in mp2
do not accept if no hh offspring
AO /
Spec Ref.
07.5 allow annotated genetic diagram AO3

for all marks 4.6.1.6
mother (has hh so) passes on h 1
father (has Hh so) passes on H 1

or h with equal probability
(so) child will be Hh / hetero- 1

zygous with 0.5 probability and
produces FSH
Total Question 7 14
24
Question 8
AO /
Spec Ref.
08.1 (A) → E → D → C → B → (F) must be in this order 1 AO3

4.6.1.2
4.1.2.2
AO /
Spec Ref.
08.2 (start) 16 allow 8 pairs 1 AO3
(end) 8 the answer must be half the 1 AO2

value of the number at the start 4.6.1.2
AO /
Spec Ref.
08.3 (meiosis) forms gametes allow (meiosis) forms sex cells 1 AO1
allow (meiosis) forms eggs and 4.6.1.2
sperm
(two gametes) fuse / fertilise 1
(so) keeps chromosome number 1

constant (from generation to
generation)
or
(so) prevents doubling /
increase in chromosome
number (in each generation)
or
(so) gives normal / correct allow gives correct chromosome
chromosome number (for number (for offspring)
embryo / new cell)
25
AO /
Spec Ref.
08.4 random chromosome from ignore half the chromosomes 1 AO1

each pair (of chromosomes) ignore half the DNA 4.6.1.2
allow other processes for creating

variation
ignore mutation
moves to one end of the cell 1
or
goes into each new cell or
gamete
AO /
Spec Ref.
08.5 base(s) allow organic / nitrogenous base(s) 1 AO1

4.6.1.5
ignore adenine / cytosine / guanine
/ thymine
AO /
Spec Ref.
08.6 12 / twelve allow 6 pairs or six pairs 1 AO3

4.6.1.5
Total Question 8 10
26
Question 9
AO /
Spec Ref.
Level 3: Relevant points (reasons / causes) are identified, given in 5–6
09 AO1
detail and logically linked to form a clear account.
4.6.3.1
4.6.3.2
Level 2: Relevant points (reasons / causes) are identified, and 3–4
4.6.3.3
there are attempts at logical linking. The resulting account is not
4.6.3.4
fully clear.
4.6.3.5
4.6.3.6
Level 1: Points are identified and stated simply, but their relevance 1–2
4.6.3.7
is not clear and there is no attempt at logical linking.
4.6.4
27
Indicative content
Fossil evidence:
• fossils show evidence of life in the past
• fossils show change over time
• fossil record shows development of species over time
• fossils show evidence of extinction
• fossil record shows how organisms from the past are related to
species alive today
• gaps in fossil record

• gaps in fossil record are being filled in with new evidence
• ref to evolutionary trees
• description of how fossils are formed
Genetics:
• ref to Mendel’s breeding experiments with plants
• Mendel’s description / idea of units / factors of inheritance
• dominant and recessive units / alleles / genes
• observation of chromosome behaviour during cell division
• chromosome behaviour and Mendel’s units work in similar ways
• structure of DNA worked out
• gene mechanism in determining protein synthesis worked out
• (genetic) variation in a species

• (variation) due to mutation or change in gene (structure)
• individuals with advantageous characteristics more likely to
survive
• individuals with advantageous characteristics more likely to
reproduce
• (survivors) pass on (advantageous) alleles / genes
• eg of evolution (such as antibiotic resistance in bacteria)
• new species arise when sufficient changes occur to prevent
(successful) reproduction
For Level 3, the response must include details about fossils and
about the mechanisms of genetics
For Level 2, the response should include descriptions about fossils
and / or genetics
Total Question 9 6
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GCSE

Further copies of this mark scheme are available from aqa.org.uk

Copyright © 2023 AQA and its licensors. All rights reserved.

2. Emboldening and underlining

However, responses considered to be neutral (indicated as * in example 1) are not penalised.

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

Student Response Marks

Example 2: Name two magnetic materials.

Student Response Marks awarded

3.2 Use of symbols / formulae

3.3 Marking procedure for calculations

3.4 Interpretation of ‘it’

3.5 Errors carried forward

3.6 Phonetic spelling

In the mark scheme additional information, ‘allow’ is used to indicate creditworthy

3.10 Do not accept

3.11 Numbered answer lines

4. Level of response marking instructions

Step 1: Determine a level

Step 2: Determine a mark

01.1 a community 1 AO1

01.2 brambling and chaffinch 1 AO2

01.3 the brambling and the bullfinch 1 AO1

01.4 allow answers in terms of month AO3

constant (from Jan) to Mar / ignore straight 1

increases (from mid-)Apr to / 1

02.1 accommodation 1 AO1

02.5 any two from: 2 AO1

• reduce size of pupil allow constrict pupil

• reduces (amount of) light allow reduces (amount of) light

Indicative content 4.5.2.1

• tested without coffee and with coffee or with different amounts of

• correct control variables for method chosen, eg:

For level 2 reference to collecting results with and without coffee

03.1 any one from: 1 AO2

03.2 any one from: 1 AO2

03.4 any one from: 1 AO2

03.5 male gametes = X + Y if neither mark awarded, allow 1 AO1

offspring genotypes correctly allow correct for chromosome 1 AO2

03.6 any one from: 1 AO2

03.7 any two from: 2 AO2

03.8 any one from: 1 AO2

breed (these) offspring together 1 AO1

repeat over many / several do not accept reference to 1 AO1

• carbon dioxide taken in by stomata / leaves

• release of nitrate (ions) into the soil

For Level 2, the response needs to refer to both breakdown and

04.2 any one from: 1 AO3

04.3 points for days 1, 2 and 3 allow a tolerance of ± ½ small 2 AO2

04.4 tangent drawn to the 15 °C do not accept if there is an 1 AO2

allow a tolerance of ± ½ small 1

0.5 allow any number of decimal 1

04.5 enzymes more active allow enzymes work more 1 AO2

fatty acids produced more ignore glycerol 1 AO1

05.1 allow answers in terms of insulin AO3

05.2 (thyroxine) increases (basal) allow (thyroxine) increases 1 AO1

respiration releases energy allow respiration releases heat 1

05.3 (kidney) tubules less permeable 1 AO1

06.1 ignore reference to animals AO2

06.2 answers must be comparative AO3