PMT PMT SPECIMEN MATERIAL GCSE BIOLOGY PAPER 1F Mark scheme Specimen 2018 Version 1.0

PMT PMT
SPECIMEN MATERIAL
GCSE
BIOLOGY
PAPER 1F
Mark scheme
Specimen 2018
Version 1.0

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL 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 Assessment Writer. 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 2

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
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 Assessment Writer.
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
2

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL 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 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. 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. 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 3

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
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 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.
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.
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
3

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL 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. 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 Ignore / Insufficient / Do not allow Ignore or insufficient are 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. Do not allow 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

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
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.
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 Ignore / Insufficient / Do not allow
Ignore or insufficient are 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.
Do not allow 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

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL 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. 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. 5

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
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.
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.
5

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL Question 1 AO / Question Answers Extra information Mark Spec. Ref. 01.1 ventricle 1 AO1/1 4.2.2.2 01.2 lungs 1 AO1/1 4.2.2.2 01.3 valve circled on heart 1 AO1/1 4.2.2.4 01.4 no fatty deposit 1 AO2/1 4.2.2.4 healthy artery is wider / bigger 1 AO2/1 hole / has more blood flow 4.2.2.4 01.5 statins 1 AO1/1 4.2.2.4 stent 1 AO1/1 4.2.2.4 01.6 any two from: allow: 2 AO1/1 • smoking • overweight / obese 4.2.2.6 • high-fat diet • having high blood pressure • lack of exercise • having high cholesterol 01.7 8 (%) 1 AO2/1 4.2.2.4 01.8 more males have coronary heart 1 AO3/2b disease than females 4.2.2.4 Total 11 6

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
Question 1
AO /
Question Answers Extra information Mark
Spec. Ref.
01.1 ventricle 1 AO1/1
4.2.2.2
01.2 lungs 1 AO1/1
4.2.2.2
01.3 valve circled on heart 1 AO1/1
4.2.2.4
01.4 no fatty deposit 1 AO2/1
4.2.2.4
healthy artery is wider / bigger 1 AO2/1
hole / has more blood flow 4.2.2.4
01.5 statins 1 AO1/1
4.2.2.4
stent 1 AO1/1
4.2.2.4
01.6 any two from: allow: 2 AO1/1
• smoking • overweight / obese 4.2.2.6
• high-fat diet • having high blood pressure
• lack of exercise • having high cholesterol
01.7 8 (%) 1 AO2/1
4.2.2.4
01.8 more males have coronary heart 1 AO3/2b
disease than females 4.2.2.4
Total 11
6

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL Question 2 AO / Question Answers Extra information Mark Spec. Ref. 02.1 to show the experiment was 1 AO1/2 more repeatable 4.2.2.1 02.2 (circle) 0.0 at 20 °C 1 AO3/1a 4.2.2.1 02.3 ignored it / did not use it ignore repeated it 1 AO3/2b 4.2.2.1 02.4 increases the rate of reaction up 1 AO3/3a to 30 °C 4.2.2.1 02.5 60 °C 1 AO2/1 4.2.2.1 02.6 do the experiment at 30 °C, 1 AO3/3b 35 °C and 40 °C 4.2.2.1 Question 2 continues on the next page 7

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
Question 2
AO /
Question Answers Extra information Mark
Spec. Ref.
02.1 to show the experiment was 1 AO1/2
more repeatable 4.2.2.1
02.2 (circle) 0.0 at 20 °C 1 AO3/1a
4.2.2.1
02.3 ignored it / did not use it ignore repeated it 1 AO3/2b
4.2.2.1
02.4 increases the rate of reaction up 1 AO3/3a
to 30 °C 4.2.2.1
02.5 60 °C 1 AO2/1
4.2.2.1
02.6 do the experiment at 30 °C, 1 AO3/3b
35 °C and 40 °C 4.2.2.1
Question 2 continues on the next page
7

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL Question 2 continued AO / Question Answers Extra information Mark Spec. Ref. 02.7 Level 2: A detailed and coherent plan covering all the major steps 3–4 AO1/1 is provided. The method is set out logically taking into account 4.2.2.1 control variable and appropriate measurements. The plan could be repeated by another person to determine the effect of pH on breakdown of starch by amylase. Level 1: Simple statements relating to relevant apparatus or steps 1–2 are made but they may not be in a logical order. The plan would not allow another person to determine the effect of pH on breakdown of starch by amylase. No relevant content 0 Indicative content • range of at least 3 pH values / use of buffer solutions • control variables / keep amount or concentration of starch and amylase the same • keep temperature the same using water bath / electric heater • use iodine test to make qualitative observations • observe colour changes at different temperatures • do repeats at each pH Total 10 8

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
Question 2 continued
AO /
Question Answers Extra information Mark
Spec. Ref.
02.7 Level 2: A detailed and coherent plan covering all the major steps 3–4 AO1/1
is provided. The method is set out logically taking into account 4.2.2.1
control variable and appropriate measurements. The plan could be
repeated by another person to determine the effect of pH on
breakdown of starch by amylase.
Level 1: Simple statements relating to relevant apparatus or steps 1–2
are made but they may not be in a logical order. The plan would not
allow another person to determine the effect of pH on breakdown of
starch by amylase.
No relevant content 0
Indicative content
• range of at least 3 pH values / use of buffer solutions
• control variables / keep amount or concentration of starch and
amylase the same
• keep temperature the same using water bath / electric heater
• use iodine test to make qualitative observations
• observe colour changes at different temperatures
• do repeats at each pH
Total 10
8

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL Question 3 AO / Question Answers Extra information Mark Spec. Ref. 03.1 nucleus labelled correctly 1 AO1/1 4.1.1.1 cell membrane labelled correctly 1 4.1.1.2 03.2 mitosis 1 AO1/1 4.1.2.2 03.3 electron (microscope) 1 AO1/2 4.1.1.5 03.4 higher magnification 1 AO1/2 4.1.1.5 03.5 45 (mm) 1 AO2/2 4.1.1.5 45 / 250 or 0.18 (mm) allow ecf 1 AO2/2 4.1.1.5 180 (μm) 1 AO2/2 4.1.1.5 allow 180 (μm) with no working shown for 3 marks 03.6 0.2 μm 1 AO2/2 4.1.1.1 Total 9 9

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
Question 3
AO /
Question Answers Extra information Mark
Spec. Ref.
03.1 nucleus labelled correctly 1 AO1/1
4.1.1.1
cell membrane labelled correctly 1 4.1.1.2
03.2 mitosis 1 AO1/1
4.1.2.2
03.3 electron (microscope) 1 AO1/2
4.1.1.5
03.4 higher magnification 1 AO1/2
4.1.1.5
03.5 45 (mm) 1 AO2/2
4.1.1.5
45 / 250 or 0.18 (mm) allow ecf 1 AO2/2
4.1.1.5
180 (μm) 1 AO2/2
4.1.1.5
allow 180 (μm) with no working
shown for 3 marks
03.6 0.2 μm 1 AO2/2
4.1.1.1
Total 9
9

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL Question 4 AO / Question Answers Extra information Mark Spec. Ref. 04.1 each extra line negates a mark 1 AO1/1 4.3.1.2 1 AO1/1 4.3.1.5 1 AO1/1 4.3.1.3 04.2 pain when urinating 1 AO1/1 4.3.1.3 yellow discharge 1 AO1/1 4.3.1.3 04.3 three correct plots allow 1 mark for two correct 2 AO2/2 plots 4.3.1.3 correctly drawn line 1 AO2/2 4.3.1.3 04.4 any three from: 3 AO3/1a • (fairly) level / steady up to allow numbers of males fall 4.3.1.3 2009 (slightly) and females rise (slightly) up to 2009 • (there is a) rise after 2009 • males are (always) higher than females • males rising faster than females allow overall increase (from 2005 to 2013) 10

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
Question 4
AO /
Question Answers Extra information Mark
Spec. Ref.
04.1 each extra line negates a mark
1 AO1/1
4.3.1.2
1 AO1/1
4.3.1.5
1 AO1/1
4.3.1.3
04.2 pain when urinating 1 AO1/1
4.3.1.3
yellow discharge 1 AO1/1
4.3.1.3
04.3 three correct plots allow 1 mark for two correct 2 AO2/2
plots 4.3.1.3
correctly drawn line 1 AO2/2
4.3.1.3
04.4 any three from: 3 AO3/1a
• (fairly) level / steady up to allow numbers of males fall 4.3.1.3
2009 (slightly) and females rise
(slightly) up to 2009
• (there is a) rise after 2009
• males are (always) higher
than females
• males rising faster than
females
allow overall increase (from
2005 to 2013)
10

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL Question 4 continued AO / Question Answers Extra information Mark Spec. Ref. 04.5 HIV is a virus 1 AO1/1 4.3.1.8 (and) antibiotics are only 1 AO2/1 effective against bacteria 4.3.1.8 or antibiotics do not kill viruses allow viruses live inside cells Total 1 3 11

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
Question 4 continued
AO /
Question Answers Extra information Mark
Spec. Ref.
04.5 HIV is a virus 1 AO1/1
4.3.1.8
(and) antibiotics are only 1 AO2/1
effective against bacteria 4.3.1.8
or
antibiotics do not kill viruses
allow viruses live inside cells
Total 1 3
11

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL Question 5 AO / Question Answers Extra information Mark Spec. Ref. 05.1 no oxygen (is used) 1 AO1/1 4.4.2.1 05.2 muscles become fatigued / stop 1 AO1/1 contracting 4.4.2.2 because not enough energy is 1 AO1/1 transferred 4.4.2.2 05.3 carbon dioxide 1 AO2/2 4.4.2.1 05.4 count the bubbles 1 AO2/2 or 4.4.2.1 measure volume of gas in a given time 1 AO2/2 4.4.2.1 05.5 brewing / bread making allow other suitable use of 1 AO1/1 fermentation in food industry 4.4.2.1 Total 7 12

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
Question 5
AO /
Question Answers Extra information Mark
Spec. Ref.
05.1 no oxygen (is used) 1 AO1/1
4.4.2.1
05.2 muscles become fatigued / stop 1 AO1/1
contracting 4.4.2.2
because not enough energy is 1 AO1/1
transferred 4.4.2.2
05.3 carbon dioxide 1 AO2/2
4.4.2.1
05.4 count the bubbles 1 AO2/2
or 4.4.2.1
measure volume of gas
in a given time 1 AO2/2
4.4.2.1
05.5 brewing / bread making allow other suitable use of 1 AO1/1
fermentation in food industry 4.4.2.1
Total 7
12

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL Question 6 AO / Question Answers Extra information Mark Spec. Ref. 06.1 stinging hairs / can sting 1 AO2/1 4.3.3.2 (so) this harms herbivores / 1 AO1/1 stops animals eating them 4.3.3.2 (so) less of the plant is removed 1 AO2/1 / damaged 4.3.3.2 06.2 clove (oil) 1 AO3/2b 4.3.3.2 it has the largest areas with no allow largest inhibition zone 1 AO3/2b bacteria growing 4.3.3.2 or description of largest inhibition zone 06.3 antibiotics were not tested 1 AO3/1b 4.3.3.2 Total 6 13

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
Question 6
AO /
Question Answers Extra information Mark
Spec. Ref.
06.1 stinging hairs / can sting 1 AO2/1
4.3.3.2
(so) this harms herbivores / 1 AO1/1
stops animals eating them 4.3.3.2
(so) less of the plant is removed 1 AO2/1
/ damaged 4.3.3.2
06.2 clove (oil) 1 AO3/2b
4.3.3.2
it has the largest areas with no allow largest inhibition zone 1 AO3/2b
bacteria growing or description of largest 4.3.3.2
inhibition zone
06.3 antibiotics were not tested 1 AO3/1b
4.3.3.2
Total 6
13

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL Question 7 AO / Question Answers Extra information Mark Spec. Ref. 07.1 300 1 AO2/1 4.2.2.1 07.2 suitable scale on y -axis 1 AO2/2 4.2.2.1 label y -axis 1 AO2/2 4.2.2.1 AO2/2 4 bars drawn correctly 2 allow 1 mark for 3 correct bars 4.2.2.1 07.3 increases from 50 to 500 1 AO3/1a 4.2.2.1 then decreases from 500 to 0 1 AO3/1a 4.2.2.1 07.4 carbohydrates broken down / 1 AO3/2b digested into sugars 4.2.2.1 broken down by carbohydrase 1 AO3/2b or amylase 4.2.2.1 07.5 absorption of glucose 1 AO3/2b 4.2.2.1 into blood 1 AO3/2b 4.2.2.1 by active transport allow diffusion 1 AO3/2b 4.1.3.3 Total 1 2 14

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
Question 7
AO /
Question Answers Extra information Mark
Spec. Ref.
07.1 300 1 AO2/1
4.2.2.1
07.2 suitable scale on y -axis 1 AO2/2
4.2.2.1
label y -axis 1 AO2/2
4.2.2.1
4 bars drawn correctly allow 1 mark for 3 correct bars 2 AO2/2
4.2.2.1
07.3 increases from 50 to 500 1 AO3/1a
4.2.2.1
then decreases from 500 to 0 1 AO3/1a
4.2.2.1
07.4 carbohydrates broken down / 1 AO3/2b
digested into sugars 4.2.2.1
broken down by carbohydrase 1 AO3/2b
or amylase 4.2.2.1
07.5 absorption of glucose 1 AO3/2b
4.2.2.1
into blood 1 AO3/2b
4.2.2.1
by active transport allow diffusion 1 AO3/2b
4.1.3.3
Total 1 2
14

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL Question 8 AO / Question Answers Extra information Mark Spec. Ref. 08.1 A 1 AO2/1 4.3.3.1 08.2 D 1 AO2/1 4.3.3.1 08.3 use the same type of plant ignore size of pot 1 AO2/2 or 4.3.3.1 give equal amount of water to each plant 08.4 (advantage) more minerals 1 AO3/1b 4.3.3.1 (disadvantage) cost / not free 1 AO3/1b 4.3.3.1 Total 5 15

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
Question 8
AO /
Question Answers Extra information Mark
Spec. Ref.
08.1 A 1 AO2/1
4.3.3.1
08.2 D 1 AO2/1
4.3.3.1
08.3 use the same type of plant ignore size of pot 1 AO2/2
or 4.3.3.1
give equal amount of water to
each plant
08.4 (advantage) more minerals 1 AO3/1b
4.3.3.1
(disadvantage) cost / not free 1 AO3/1b
4.3.3.1
Total 5
15

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL Question 9 AO / Question Answers Extra information Mark Spec. Ref. 09.1 active transport 1 AO1/1 4.1.3.3 09.2 by transpiration stream / pull 1 AO1/1 4.2.3.2 in xylem 1 AO1/1 4.2.3.1 09.3 any three in the correct order allow nail varnish film 3 AO2/2 from: 4.2.3.2 • mount epidermis on a slide • count stomata in one area • repeat in four more areas • repeat method on other surface of leaf • calculate mean 09.4 1 allow numbers written out in a 1 AO2/2 line with middle number circled 4.2.3.2 09.5 (44 + 41 + 40 + 42 + 39) / 5 1 AO2/2 = 41.2 4.2.3.2 41 allow 41 with no working shown 1 AO2/2 for 2 marks 4.2.3.2 allow 41.2 for 1 mark 09.6 less water lost 1 AO3/1a 4.2.3.2 so it does not wilt 1 AO3/1b 4.2.3.2 Total 11 16

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
Question 9
AO /
Question Answers Extra information Mark
Spec. Ref.
09.1 active transport 1 AO1/1
4.1.3.3
09.2 by transpiration stream / pull 1 AO1/1
4.2.3.2
in xylem 1 AO1/1
4.2.3.1
09.3 any three in the correct order allow nail varnish film 3 AO2/2
from: 4.2.3.2
• mount epidermis on a slide
• count stomata in one area
• repeat in four more areas
• repeat method on other
surface of leaf
• calculate mean
09.4 1 allow numbers written out in a 1 AO2/2
line with middle number circled 4.2.3.2
09.5 (44 + 41 + 40 + 42 + 39) / 5 1 AO2/2
= 41.2 4.2.3.2
41 allow 41 with no working shown 1 AO2/2
for 2 marks 4.2.3.2
allow 41.2 for 1 mark
09.6 less water lost 1 AO3/1a
4.2.3.2
so it does not wilt 1 AO3/1b
4.2.3.2
Total 11
16

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL Question 10 AO / Question Answers Extra information Mark Spec. Ref. 10.1 to kill virus 1 AO2/2 or 4.3.1.2 to prevent virus spreading 4.3.3.1 10.2 take (stem) cells from meristem allow take cuttings 1 AO2/1 or 4.1.2.3 tissue culture 10.3 use Benedict’s solution 1 AO1/2 4.2.2.1 4.4.1.3 glucoses turns solution blue to 1 AO1/2 orange 4.2.2.1 4.4.1.3 10.4 Level 2: A detailed and coherent explanation is provided. The 3–4 AO2/1 student makes logical links between clearly identified, relevant 4.3.1.2 points that explain why plants with TMV have stunted growth. 4.3.3.1 4.4.1.3 Level 1: Simple statements are made, but not precisely. The logic 1–2 is unclear. No relevant content 0 Indicative content • less photosynthesis because of lack of chlorophyll • therefore less glucose made so • less energy released for growth • because glucose is needed for respiration and / or • therefore less amino acids / proteins / cellulose for growth • because glucose is needed for making amino acids / proteins / cellulose Total 8 17

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
Question 10
AO /
Question Answers Extra information Mark
Spec. Ref.
10.1 to kill virus 1 AO2/2
or 4.3.1.2
to prevent virus spreading 4.3.3.1
10.2 take (stem) cells from meristem allow take cuttings 1 AO2/1
or 4.1.2.3
tissue culture
10.3 use Benedict’s solution 1 AO1/2
4.2.2.1
4.4.1.3
glucoses turns solution blue to 1 AO1/2
orange 4.2.2.1
4.4.1.3
10.4 Level 2: A detailed and coherent explanation is provided. The 3–4 AO2/1
student makes logical links between clearly identified, relevant 4.3.1.2
points that explain why plants with TMV have stunted growth. 4.3.3.1
4.4.1.3
Level 1: Simple statements are made, but not precisely. The logic 1–2
is unclear.
No relevant content 0
Indicative content
• less photosynthesis because of lack of chlorophyll
• therefore less glucose made
so
• less energy released for growth
• because glucose is needed for respiration
and / or
• therefore less amino acids / proteins / cellulose for growth
• because glucose is needed for making amino acids / proteins /
cellulose
Total 8
17

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL Question 11 AO / Question Answers Extra information Mark Spec. Ref. 11.1 any two from: 2 AO1/1 • acid in the stomach kills 4.3.1.6 pathogens in food • skin forms a barrier / produces antimicrobial secretions • hairs in the nose trap (particles which may contain) pathogens • trachea / bronchi has mucus which traps pathogens or bronchi have cilia which waft mucus to throat to be swallowed 18

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
Question 11
AO /
Question Answers Extra information Mark
Spec. Ref.
11.1 any two from: 2 AO1/1
• acid in the stomach kills 4.3.1.6
pathogens in food
• skin forms a barrier /
produces antimicrobial
secretions
• hairs in the nose trap
(particles which may
contain) pathogens
• trachea / bronchi has mucus
which traps pathogens
or
bronchi have cilia which waft
mucus to throat to be
swallowed
18

PMT PMT MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL Question 11 continued AO / Question Answers Extra information Mark Spec. Ref. 11.2 Level 3: A clear, logical and coherent answer, with no significant 5–6 AO1/2 redundancy. The student understands the process and links this to 4.3.1.9 reasons for clinical trials. Level 2: A partial answer with errors and ineffective reasoning or 3–4 linkage. Level 1: One or two relevant points but little linkage of points or 1–2 logical reasoning. No relevant content 0 Indicative content • pre-clinical trials of the new drug on cells / tissues / live animals • to test toxicity, dosage and efficacy • clinical trials / test on healthy volunteers and Ebola patients at very low doses • so that you can monitor for safety / side effects • and only then do trials to find the optimum dosage and test for efficacy • double blind trial / use of placebo • which does not contain the new drug • random allocation of Ebola patients to groups • so no one knows who has placebo / the new drug • peer review of data • to help prevent false claims Total 8 19

PMT PMT
MARK SCHEME – GCSE BIOLOGY – PAPER 1F – SPECIMEN MATERIAL
Question 11 continued
AO /
Question Answers Extra information Mark
Spec. Ref.
11.2 Level 3: A clear, logical and coherent answer, with no significant 5–6 AO1/2
redundancy. The student understands the process and links this to 4.3.1.9
reasons for clinical trials.
Level 2: A partial answer with errors and ineffective reasoning or 3–4
linkage.
Level 1: One or two relevant points but little linkage of points or 1–2
logical reasoning.
No relevant content 0
Indicative content
• pre-clinical trials of the new drug on cells / tissues / live animals
• to test toxicity, dosage and efficacy
• clinical trials / test on healthy volunteers and Ebola patients at
very low doses
• so that you can monitor for safety / side effects
• and only then do trials to find the optimum dosage and test for
efficacy
• double blind trial / use of placebo
• which does not contain the new drug
• random allocation of Ebola patients to groups
• so no one knows who has placebo / the new drug
• peer review of data
• to help prevent false claims
Total 8
19

PMT PMT aqa.org.uk Copyright © 2016 AQA and its licensors. All rights reserved. AQA Education (AQA) is a registered charity (registered charity number 1073334) and a company limited by guarantee registered in England and Wales (company number 3644723). Registered address: AQA, Devas Street, Manchester M15 6EX 19 April 2016

PMT PMT
aqa.org.uk
Copyright © 2016 AQA and its licensors. All rights reserved.
AQA Education (AQA) is a registered charity (registered charity number 1073334) and a company limited by guarantee registered in
England and Wales (company number 3644723). Registered address: AQA, Devas Street, Manchester M15 6EX
19 April 2016

Specimen MS