GCSE BIOLOGY 8461/2F Paper 2 Foundation Tier Mark scheme June 2020 Version: 1.0 Final Mark Scheme * jun20 8 461 / 2F /MS *

GCSE
BIOLOGY
8461/2F
Paper 2 Foundation Tier
Mark scheme
June 2020
Version: 1.0 Final Mark Scheme
* jun20 8 461 / 2F /MS *

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 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 Copyrig ht 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 © 2020 AQA and its licensors. All rights reserved. 2

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
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
Copyrig ht 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 © 2020 AQA and its licensors. All rights reserved.
2

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 Level of response marking instructions 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 marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. 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 and not look to pick holes in 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 and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 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. An answer which contains nothing of relevance to the question must be awarded no marks. 3

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
Level of response marking instructions
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 marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as
instructed) to show the qualities that are being looked for. You can then apply the mark scheme.
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 and not look to pick holes in
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 and then use the variability of the response to help decide the mark within
the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be
placed in level 3 but be awarded a mark near the top of the level because of the level 4 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.
An answer which contains nothing of relevance to the question must be awarded no marks.
3

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 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 • the Assessment Objectives, level of demand 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. 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 . Different terms in the mark scheme are shown by a / ; eg allow smooth / free movement. 2.4 Any wording that is underlined is essential for the marking point to be awarded. 4

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
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
• the Assessment Objectives, level of demand 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.
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 . Different terms in the
mark scheme are shown by a / ; eg allow smooth / free movement.
2.4 Any wording that is underlined is essential for the marking point to be awarded.
4

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 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 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. 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 planets in the solar system. [2 marks] Student Response Marks awarded 1 Neptune, Mars, Moon 1 2 Neptune, Sun, Mars, 0 Moon 3.2 Use of chemical symbols/formulae If a student 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 Marks should be awarded for each stage of the calculation completed correctly, as students are instructed to show their working. Full marks can, however, be given for a correct numerical answer, without any working shown. 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. 5

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
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 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.
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 planets in the solar system.
[2 marks]
Student Response Marks awarded
1 Neptune, Mars, Moon 1
2 Neptune, Sun, Mars, 0
Moon
3.2 Use of chemical symbols/formulae
If a student 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
Marks should be awarded for each stage of the calculation completed correctly, as students are
instructed to show their working. Full marks can, however, be given for a correct numerical
answer, without any working shown.
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.
5

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 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 is 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 ecf 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. 3.8 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. 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 annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. 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. 6

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
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
is 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 ecf 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.
3.8 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.
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 annotate it
(as instructed) to show the qualities that are being looked for. You can then apply the mark scheme.
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.
6

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 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. 7

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
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.
7

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 AO / Question Answers Extra information Mark Spec. Ref. 01.1 3 1 AO2 4.7.4.1 4.7.4.2 01.2 3 AO2 4.7.4.1 additional line from a box on the left negates the mark for that box 01.3 photosynthesis 1 AO1 4.7.2.1 01.4 the dog produces waste in 1 AO2 faeces 4.7.4.3 01.5 1 AO2 4.7.4.2 01.6 farming cows needs more land 1 AO3 than farming insects 4.7.3.4 fewer cows being farmed will 1 AO3 slow down global warming 4.7.3.5 Total 9 8

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
AO /
Question Answers Extra information Mark
Spec. Ref.
01.1 3 1 AO2
4.7.4.1
4.7.4.2
01.2 3 AO2
4.7.4.1
additional line from a box on the left negates the mark for that box
01.3 photosynthesis 1 AO1
4.7.2.1
01.4 the dog produces waste in 1 AO2
faeces 4.7.4.3
01.5 1 AO2
4.7.4.2
01.6 farming cows needs more land 1 AO3
than farming insects 4.7.3.4
fewer cows being farmed will 1 AO3
slow down global warming 4.7.3.5
Total 9
8

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 AO / Question Answers Extra information Mark Spec. Ref. 02.1 put all the dishes the same 1 AO3 distance from the radiator 4.5.4.1 RPA8 use equal numbers of seedlings 1 in each dish 02.2 the height of the seedlings 1 AO1 4.5.4.1 RPA8 02.3 any two from: 2 AO2 • light 4.7.1.2 • water • mineral(s) / ions / salts allow nitrate / magnesium / nitrogen / nutrients allow space ignore food ignore carbon dioxide / oxygen ignore heat 02.4 side P has grown less than side 1 AO3 Q 4.5.4.1 RPA8 02.5 phototropism 1 AO1 4.5.4.1 RPA8 02.6 auxin 1 AO1 4.5.4.1 Total 8 9

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
AO /
Question Answers Extra information Mark
Spec. Ref.
02.1 put all the dishes the same 1 AO3
distance from the radiator 4.5.4.1
RPA8
use equal numbers of seedlings 1
in each dish
02.2 the height of the seedlings 1 AO1
4.5.4.1
RPA8
02.3 any two from: 2 AO2
• light 4.7.1.2
• water
• mineral(s) / ions / salts allow nitrate / magnesium /
nitrogen / nutrients
allow space
ignore food
ignore carbon dioxide / oxygen
ignore heat
02.4 side P has grown less than side 1 AO3
Q 4.5.4.1
RPA8
02.5 phototropism 1 AO1
4.5.4.1
RPA8
02.6 auxin 1 AO1
4.5.4.1
Total 8
9

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 AO / Question Answers Extra information Mark Spec. Ref. 03.1 4 / four 1 AO1 4.6.1.2 03.2 23 / twenty three do not accept 23 pairs 1 AO1 4.6.1.2 03.3 a different form of a gene 1 AO1 4.6.1.6 03.4 heterozygous 1 AO2 4.6.1.6 03.5 2 AO2 mark 4.6.1.1 Dd / dD with 3.6 4.6.1.2 dd dd allow 2 correct for 1 mark and 3.7 4.6.1.6 03.6 ring around any Dd allow ecf from question 03.5 1 AO2 mark 4.6.1.6 with 3.5 and 3.7 03.7 percentage must match answer if no answer in question 03.5 1 AO3 mark given to questions 03.5 and 03.6 allow 50 % 4.6.1.6 with 3.5 and 3.6 03.8 mutation / mutated do not accept mutant 1 AO1 4.6.2.1 10

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
AO /
Question Answers Extra information Mark
Spec. Ref.
03.1 4 / four 1 AO1
4.6.1.2
03.2 23 / twenty three do not accept 23 pairs 1 AO1
4.6.1.2
03.3 a different form of a gene 1 AO1
4.6.1.6
03.4 heterozygous 1 AO2
4.6.1.6
03.5 2 AO2
mark 4.6.1.1
Dd / dD
with 3.6 4.6.1.2
dd dd allow 2 correct for 1 mark
and 3.7 4.6.1.6
03.6 ring around any Dd allow ecf from question 03.5 1 AO2
mark 4.6.1.6
with 3.5
and 3.7
03.7 percentage must match answer if no answer in question 03.5 1 AO3
mark given to questions 03.5 and 03.6 allow 50 % 4.6.1.6
with 3.5
and 3.6
03.8 mutation / mutated do not accept mutant 1 AO1
4.6.2.1
10

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 03.9 any one from: 1 AO3 • to help them prepare 4.6.1.7 • to inform whether to consider having an abortion • to find out if they have passed on the disorder allow to see if the child / embryo has the disorder allow answers referring to genetic disorders, or specific example such as Dupuytren’s / cystic fibrosis Total 10 11

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
03.9 any one from: 1 AO3
• to help them prepare 4.6.1.7
• to inform whether to consider
having an abortion
• to find out if they have passed
on the disorder
allow to see if the child / embryo
has the disorder
allow answers referring to
genetic disorders, or specific
example such as Dupuytren’s /
cystic fibrosis
Total 10
11

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 AO / Question Answers Extra information Mark Spec. Ref. 04.1 1430 1 AO2 × 100 2600 4.5.1 4.5.3.3 1 55 (%) 04.2 (volume) increases allow (volume) goes up 1 AO2 4.5.1 4.5.2.4 4.5.3.3 04.3 drink (a lot / more) 1 AO2 4.5.1 4.5.3.3 04.4 this order only AO1 4.5.3.3 filtration 1 reabsorption 1 excretion 1 12

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
AO /
Question Answers Extra information Mark
Spec. Ref.
04.1 1430 × 100 1 AO2
2600 4.5.1
4.5.3.3
1
55 (%)
04.2 (volume) increases allow (volume) goes up 1 AO2
4.5.1
4.5.2.4
4.5.3.3
04.3 drink (a lot / more) 1 AO2
4.5.1
4.5.3.3
04.4 this order only AO1
4.5.3.3
filtration 1
reabsorption 1
excretion 1
12

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 AO / Question Answers Mark Spec. Ref. Level 2: Scientifically relevant facts, events or processes are AO3 04.5 3–4 identified and given in detail to form an accurate account. 4.5.3.3 Level 1: Facts, events or processes are identified and simply 1–2 stated but their relevance is not clear. No relevant content 0 Indicative content Advantages of kidney transplant • no need for regular / long hospital visits or is a long-term solution • flexible lifestyle, such as can go on holidays • may not live near a hospital or reference to transport costs • no risk of infection from frequent needles / treatment • less / no need to control diet • maintains correct concentration of substances in blood / body • cheaper long term for NHS / hospital Disadvantages of kidney transplant • may be rejected • have to keep taking anti-rejection drugs or immunosuppressants • (suitable) donor may not be available or need for tissue matching • risk from surgery (e.g. anaesthesia or infection) • recovery from surgery will take a long time • does not last forever (therefore further surgery needed) For Level 2 , answers must refer to both advantages and disadvantages Total 11 13

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
AO /
Question Answers Mark
Spec. Ref.
Level 2: Scientifically relevant facts, events or processes are AO3
04.5 identified and given in detail to form an accurate account. 3–4
4.5.3.3
Level 1: Facts, events or processes are identified and simply 1–2
stated but their relevance is not clear.
No relevant content 0
Indicative content
Advantages of kidney transplant
• no need for regular / long hospital visits or is a long-term solution
• flexible lifestyle, such as can go on holidays
• may not live near a hospital or reference to transport costs
• no risk of infection from frequent needles / treatment
• less / no need to control diet
• maintains correct concentration of substances in blood / body
• cheaper long term for NHS / hospital
Disadvantages of kidney transplant
• may be rejected
• have to keep taking anti-rejection drugs or immunosuppressants
• (suitable) donor may not be available or need for tissue matching
• risk from surgery (e.g. anaesthesia or infection)
• recovery from surgery will take a long time
• does not last forever (therefore further surgery needed)
For Level 2 , answers must refer to both advantages and
disadvantages
Total 11
13

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 AO / Question Answers Extra information Mark Spec. Ref. 05.1 (A) cerebellum 1 AO1 4.5.2.2 (B) pituitary gland 1 AO1 4.5.3.1 (C) cerebral cortex 1 AO1 4.5.2.2 05.2 cerebellum 1 AO1 4.5.2.2 05.3 coordinator 1 AO1 4.5.1 4.5.2.1 05.4 neurone allow nerve (cell) 1 AO1 ignore names of neurone 4.5.2.1 05.5 retina 1 AO1 4.5.2.3 05.6 can see fruit / food allow can find fruit / food 1 AO2 4.5.2.3 (so) get more food 1 4.7.1.4 05.7 accommodation 1 AO1 4.5.2.3 05.8 light rays are refracted less 1 AO1 4.5.2.3 05.9 any one from: 1 AO1 • myopia 4.5.2.3 • short-sightedness allow near-sightedness Total 12 14

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
AO /
Question Answers Extra information Mark
Spec. Ref.
05.1 (A) cerebellum 1 AO1
4.5.2.2
(B) pituitary gland 1 AO1
4.5.3.1
(C) cerebral cortex 1 AO1
4.5.2.2
05.2 cerebellum 1 AO1
4.5.2.2
05.3 coordinator 1 AO1
4.5.1
4.5.2.1
05.4 neurone allow nerve (cell) 1 AO1
ignore names of neurone 4.5.2.1
05.5 retina 1 AO1
4.5.2.3
05.6 can see fruit / food allow can find fruit / food 1 AO2
4.5.2.3
(so) get more food 1
4.7.1.4
05.7 accommodation 1 AO1
4.5.2.3
05.8 light rays are refracted less 1 AO1
4.5.2.3
05.9 any one from: 1 AO1
• myopia 4.5.2.3
• short-sightedness allow near-sightedness
Total 12
14

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 AO / Question Answers Extra information Mark Spec. Ref. 06.1 Elasmotherium 1 AO2 4.6.4 06.2 eukaryota 1 AO2 4.6.4 06.3 Carl Woese 1 AO1 4.6.4 06.4 any one from: 1 AO2 • fighting / competing for mates 4.7.1.1 / food / territory 4.7.1.4 • to kill predators / prey allow for defence / protection 6.5 (bones or hard tissues) did not allow soft tissues decayed or 1 AO1 decay were eaten 4.6.3.5 allow other parts decayed or were eaten allow horn could be damaged / lost in fighting 06.6 any one from: 1 AO2 • compare to other fossils of allow compare with the fossil 4.6.3.5 known age record 4.6.3.6 • by the age of the rocks allow depth underground (where (where fossil was found) fossil was found) allow (radio)carbon / isotope dating allow DNA analysis 15

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
AO /
Question Answers Extra information Mark
Spec. Ref.
06.1 Elasmotherium 1 AO2
4.6.4
06.2 eukaryota 1 AO2
4.6.4
06.3 Carl Woese 1 AO1
4.6.4
06.4 any one from: 1 AO2
• fighting / competing for mates 4.7.1.1
/ food / territory
4.7.1.4
• to kill predators / prey allow for defence / protection
6.5 (bones or hard tissues) did not allow soft tissues decayed or 1 AO1
decay were eaten 4.6.3.5
allow other parts decayed or
were eaten
allow horn could be damaged /
lost in fighting
06.6 any one from: 1 AO2
• compare to other fossils of allow compare with the fossil 4.6.3.5
known age record
4.6.3.6
• by the age of the rocks allow depth underground (where
(where fossil was found) fossil was found)
allow (radio)carbon / isotope
dating
allow DNA analysis
15

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 06.7 0.05 (million years ago) 1 AO2 mark 4.6.3.6 with 06.8 allow 0.05 × 3 06.8 0.2 – 0.05 1 AO2 allow ecf from question 06.7 mark 4.6.3.6 with 06.7 0.15 1 1 150 000 (years) allow 0.15 million (years) 06.9 any two from: ignore pollution 2 AO2 • drought 4.6.3.6 • ice age / global warming allow earthquakes / tsunami • volcanic activity • asteroid / meteor collision • (new) predators allow hunters / poachers / eaten • (new) disease allow named pathogen • competition for food allow lack of food • competition for mates allow isolation or lack of mates • lack of habitat or habitat change if no other marks awarded allow natural disaster or climate change or catastrophic event for 1 mark Total 12 16

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
06.7 0.05 (million years ago) 1 AO2
mark 4.6.3.6
with 06.8
allow 0.05 × 3
06.8 0.2 – 0.05 1 AO2
allow ecf from question 06.7
mark 4.6.3.6
with 06.7
0.15 1
150 000 (years) allow 0.15 million (years) 1
06.9 any two from: ignore pollution 2 AO2
• drought 4.6.3.6
• ice age / global warming
• volcanic activity allow earthquakes / tsunami
• asteroid / meteor collision
• (new) predators allow hunters / poachers / eaten
• (new) disease allow named pathogen
• competition for food allow lack of food
• competition for mates allow isolation or lack of mates
• lack of habitat or habitat
change
if no other marks awarded allow
natural disaster or climate
change or catastrophic event for
1 mark
Total 12
16

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 AO / Question Answers Extra information Mark Spec. Ref. 07.1 any two from: 2 AO1 allow two strands • double 4.6.1.4 allow twisted / spiral / coiled • helix • long / thin 07.2 bases 1 AO1 4.6.1.5 07.3 protein 1 AO1 4.6.1.4 4.6.1.5 07.4 nucleotide 1 AO1 4.6.1.5 07.5 0.34 × 6 000 1 AO2 mark 4.6.1.4 with 07.6 2040 (million nm) 1 4.6.1.5 07.6 answer from question 07.5 if no answer to question 07.5 , 1 AO2 mark correctly converted allow 2.04 (m) 4.6.1.4 with 07.5 4.6.1.5 07.7 any one of: 1 AO3 • to determine if the cancer is 4.6.1.7 genetic (or caused by lifestyle 4.2.2.7 factors) • to inform / help treatment • to allow embryo screening to ensure allele is not passed on • to inform relatives if they have inherited (affected) gene / allele • to detect cancer early or before symptoms show • to understand cause of the cancer Total 9 17

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
AO /
Question Answers Extra information Mark
Spec. Ref.
07.1 any two from: 2 AO1
• double allow two strands 4.6.1.4
• helix allow twisted / spiral / coiled
• long / thin
07.2 bases 1 AO1
4.6.1.5
07.3 protein 1 AO1
4.6.1.4
4.6.1.5
07.4 nucleotide 1 AO1
4.6.1.5
07.5 0.34 × 6 000 1 AO2
mark 4.6.1.4
with 07.6 2040 (million nm) 1 4.6.1.5
07.6 answer from question 07.5 if no answer to question 07.5 , 1 AO2
mark correctly converted allow 2.04 (m) 4.6.1.4
with 07.5 4.6.1.5
07.7 any one of: 1 AO3
• to determine if the cancer is 4.6.1.7
genetic (or caused by lifestyle 4.2.2.7
factors)
• to inform / help treatment
• to allow embryo screening to
ensure allele is not passed on
• to inform relatives if they have
inherited (affected) gene /
allele
• to detect cancer early or
before symptoms show
• to understand cause of the
cancer
Total 9
17

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 AO / Question Answers Extra information Mark Spec. Ref. allow singular 08.1 bacteria 1 AO1 4.7.2.2 fungi allow mould 1 4.7.2.3 ignore microbes / germs / decomposers do not accept viruses 08.2 fatty acid(s) 1 AO2 4.7.2.3 4.2.2.1 RPA10 08.3 any one from: 1 AO1 • universal indicator (paper / allow UI (paper / solution) 4.7.2.3 solution) ignore pH paper unqualified RPA10 allow pH probe • pH meter ignore datalogger unqualified ignore Cresol red ignore phenolphthalein / litmus 08.4 any two from: 2 AO1 • volume of milk allow amount of milk 4.7.2.3 • exposure to air / oxygen RPA10 • sterilise test tubes allow bungs on test tubes • treatment of milk before allow example such as investigation pasteurised or not • freshness / age of milk (at start) • time of day pH was measured allow starting pH of milk 08.5 almond (milk) 1 AO3 4.7.2.3 RPA10 18

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
AO /
Question Answers Extra information Mark
Spec. Ref.
allow singular
08.1 bacteria 1 AO1
4.7.2.2
fungi allow mould
1 4.7.2.3
ignore microbes / germs /
decomposers
do not accept viruses
08.2 fatty acid(s) 1 AO2
4.7.2.3
4.2.2.1
RPA10
08.3 any one from: 1 AO1
• universal indicator (paper / allow UI (paper / solution) 4.7.2.3
solution) ignore pH paper unqualified
RPA10
• pH meter allow pH probe
ignore datalogger unqualified
ignore Cresol red
ignore phenolphthalein / litmus
08.4 any two from: 2 AO1
• volume of milk allow amount of milk 4.7.2.3
• exposure to air / oxygen
RPA10
• sterilise test tubes allow bungs on test tubes
• treatment of milk before allow example such as
investigation pasteurised or not
• freshness / age of milk (at
start)
• time of day pH was measured
allow starting pH of milk
08.5 almond (milk) 1 AO3
4.7.2.3
RPA10
18

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 08.6 as temperature increases up to allow converse 1 AO2 15 ° C the time taken (to reach 4.7.2.3 pH 5) decreases RPA10 above 15 ° C the time taken (to 1 reach pH 5) stays the same if no other mark awarded allow 1 mark for as temperature increases the time taken (to reach 5 ° C) decreases and then stays the same 08.7 allow converse if clearly AO2 describing 5 ° C 4.7.2.3 1 4.1.1.6 any one from: RPA10 • bacteria / microbes / allow number of bacteria / microorganisms / fungi microbes / microorganisms / dividing faster (when warmer) fungi increasing (when warmer) allow more bacteria microbes / microorganisms / fungi • reactions (in the bacteria) are happening faster (to decay milk) • (because there is) more allow particles move faster (kinetic) energy allow more collisions between particles • enzyme activity is higher (at allow enzymes work faster 10 ° C than at 5 ° C) ignore enzymes work better 08.8 any two from: 2 AO3 • different concentration / type allow different amounts of fat / 4.7.2.3 of fat / lipid lipid RPA10 • different concentration / type allow different amounts of of proteins / carbohydrate / proteins / carbohydrate / sugar sugar • different (amount / type of) bacteria present • may have been pasteurised allow may have been treated in by a different process different ways (before the investigation) • different starting pH ignore different oxygen concentration 19

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
08.6 as temperature increases up to allow converse 1 AO2
15 ° C the time taken (to reach 4.7.2.3
pH 5) decreases
RPA10
above 15 ° C the time taken (to
1
reach pH 5) stays the same
if no other mark awarded allow 1
mark for as temperature
increases the time taken (to
reach 5 ° C) decreases and then
stays the same
08.7 allow converse if clearly AO2
describing 5 ° C 4.7.2.3
1 4.1.1.6
any one from:
RPA10
• bacteria / microbes / allow number of bacteria /
microorganisms / fungi microbes / microorganisms /
dividing faster (when warmer)
fungi increasing (when warmer)
allow more bacteria microbes /
microorganisms / fungi
• reactions (in the bacteria) are
happening faster (to decay
milk)
• (because there is) more allow particles move faster
(kinetic) energy allow more collisions between
particles
• enzyme activity is higher (at allow enzymes work faster
10 ° C than at 5 ° C) ignore enzymes work better
08.8 any two from: 2 AO3
• different concentration / type allow different amounts of fat / 4.7.2.3
of fat / lipid lipid
RPA10
• different concentration / type allow different amounts of
of proteins / carbohydrate / proteins / carbohydrate / sugar
sugar
• different (amount / type of)
bacteria present
• may have been pasteurised allow may have been treated in
by a different process different ways (before the
investigation)
• different starting pH
ignore different oxygen
concentration
19

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 08.9 determine the types of bacteria 1 AO3 4.7.2.3 present in the milk RPA10 Total 13 20

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
08.9 determine the types of bacteria 1 AO3
present in the milk 4.7.2.3
RPA10
Total 13
20

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 AO / Question Answers Extra information Mark Spec. Ref. 6.0 09.1 allow a range of 5.9 to 6.1 for 1 AO2 1.6 6.0 4.7.3.2 3.75 do not accept if a unit is given 1 if no other marks awarded, allow a correct answer using a value of 5.8 or 6.2 for 1 mark 2.5 — 1.6 09.2 allow 1 AO2 0.9 50 4.7.3.2 50 0.018 (billion per year) 1 09.3 suitable extrapolation line on allow straight extrapolation 1 AO2 view Figure 2 4.7.3.2 with Figure reading taken at 2050 from allow a tolerance of ± ½ small 1 12 student’s line square allow 1 mark for 10 billion if no extrapolation drawn 09.4 fewer fish caught or limit the allow a method of doing this, eg 1 AO1 increase mesh size or do not number of fish caught 4.7.5.1 catch young fish 4.7.5.3 allow more fish (survive to) 1 (remaining fish) can reproduce reproduce 21

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
AO /
Question Answers Extra information Mark
Spec. Ref.
09.1 6.0 allow a range of 5.9 to 6.1 for 1 AO2
1.6 6.0 4.7.3.2
3.75 do not accept if a unit is given 1
if no other marks awarded, allow
a correct answer using a value
of 5.8 or 6.2 for 1 mark
09.2 2.5 — 1.6 allow 1 AO2
0.9
50 4.7.3.2
50
0.018 (billion per year) 1
09.3 suitable extrapolation line on allow straight extrapolation 1 AO2
view Figure 2 4.7.3.2
with
Figure reading taken at 2050 from allow a tolerance of ± ½ small 1
12 student’s line square
allow 1 mark for 10 billion if no
extrapolation drawn
09.4 fewer fish caught or limit the allow a method of doing this, eg 1 AO1
number of fish caught increase mesh size or do not 4.7.5.1
catch young fish
4.7.5.3
allow more fish (survive to) 1
(remaining fish) can reproduce
reproduce
21

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 AO / Question Answers Mark Spec. Ref. Level 2: Scientifically relevant facts, events or processes are 09.5 4-6 AO1 identified and given in detail to form an accurate account. 4.7.3.1 4.7.3.2 Level 1: Facts, events or processes are identified and simply 1–3 4.7.3.3 stated but their relevance is not clear. 4.7.3.4 4.7.3.6 No relevant content 0 4.7.3.5 4.7.5.1 Indicative content 4.7.5.2 human land use • increasing population requires more food • crops / livestock for food • farming crops for biofuels • peat use as compost • peat use as fuel • increased use of pesticide / insecticide / herbicide / fertilisers • use of free-range / organic methods increases land use (for same yield) link to biodiversity • deforestation • monocultures • loss of hedgerows to make fields larger • loss of habitat • consequence of loss of habitat eg (change in) migration • fertiliser run off polluting water • use of pesticide / insecticide / herbicide reduces insects / plants which damages food chains • more soil erosion link to atmospheric pollution • more carbon dioxide (from farm animals / machinery) • more methane (from cows) • climate change or global warming • example of impact on biodiversity • acid rain • desertification Answers referring to only land use or only biodiversity are level 1 22

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
AO /
Question Answers Mark
Spec. Ref.
Level 2: Scientifically relevant facts, events or processes are
09.5 4-6 AO1
identified and given in detail to form an accurate account.
4.7.3.1
4.7.3.2
Level 1: Facts, events or processes are identified and simply 1–3
4.7.3.3
stated but their relevance is not clear.
4.7.3.4
4.7.3.6
No relevant content 0
4.7.3.5
4.7.5.1
Indicative content
4.7.5.2
human land use
• increasing population requires more food
• crops / livestock for food
• farming crops for biofuels
• peat use as compost
• peat use as fuel
• increased use of pesticide / insecticide / herbicide / fertilisers
• use of free-range / organic methods increases land use (for
same yield)
link to biodiversity
• deforestation
• monocultures
• loss of hedgerows to make fields larger
• loss of habitat
• consequence of loss of habitat eg (change in) migration
• fertiliser run off polluting water
• use of pesticide / insecticide / herbicide reduces insects / plants
which damages food chains
• more soil erosion
link to atmospheric pollution
• more carbon dioxide (from farm animals / machinery)
• more methane (from cows)
• climate change or global warming
• example of impact on biodiversity
• acid rain
• desertification
Answers referring to only land use or only biodiversity are level 1
22

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020 09.6 golden rice has improved 1 AO1 nutritional value 4.7.5.4 09.7 any one from: ignore references to religious 1 AO3 beliefs 4.6.2.4 • gene may contaminate / enter other breeds / species • reduction / extinction of population of wild / traditional allow decrease in rice biodiversity • reduction / extinction of population of flowers / insects • high cost of seeds • may have too much vitamin A (in diet) allow decrease in gene pool allow may harm (human) health allow may cause side effects (on humans) ignore may harm humans unqualified Total 16 23

MARK SCHEME – GCSE BIOLOGY – 8461/2F – JUNE 2020
09.6 golden rice has improved 1 AO1
nutritional value
4.7.5.4
09.7 any one from: ignore references to religious 1 AO3
beliefs 4.6.2.4
• gene may contaminate / enter
other breeds / species
• reduction / extinction of
population of wild / traditional
allow decrease in
rice
biodiversity
• reduction / extinction of
population of flowers / insects
• high cost of seeds
• may have too much vitamin A
(in diet)
allow decrease in gene pool
allow may harm (human) health
allow may cause side effects (on
humans)
ignore may harm humans
unqualified
Total 16
23

June 2020 MS