Name: ________________________

Mark Scheme Class: ________________________

Date: ________________________

Time: 262 minutes

Marks: 247 marks

Comments:

Page 1 of 37
Page 2 of 37
Mark schemes
(a)
1.

do not accept more than one line from a box on the left
1
1
1

(b)  reduces breeding / reproduction (in mosquitos)

allow fewer (mosquito) eggs fertilised
allow no offspring produced (by sterile mosquitos)
1

(so) fewer mosquitos to bite people

or
(so) fewer mosquitos to pass on pathogen / protist
allow (so) less likely to be bitten by mosquitos
ignore fewer mosquitos to pass on malaria / disease
1

(c)  electron microscope

ignore microscope unqualified
ignore scanning / transmission
do not accept light microscope
1

Page 3 of 37
(d)  (fungal spore)

(16 µm =) 1.6 × 10-5 m

or
(virus)
(2.5 × 10-7 m =) 0.25 µm
1

or

allow incorrect attempt at conversion or not converted

value for length correctly substituted
1

(=) 64
allow a correctly calculated value using an incorrectly or
not converted value for length
allow 1 mark only for
1

(e)  discolouration in leaves

or
less chlorophyll in leaves
the idea of less is only needed once
ignore mosaic pattern of leaves unqualified
1

(so) reduced photosynthesis

allow less light absorbed
1

(so) less glucose produced so less amino acids / proteins / cellulose made
allow (so) less glucose so less energy for synthesis of
chemicals
or
allow (so) less glucose for respiration (so) less energy
transferred for growth
1
[12]

Page 4 of 37
 (a)  (absorbed from soil) by osmosis through root hair (cells)
2.
allow (absorbed from soil) by diffusion through root hair
(cells)
1

travels through xylem (vessels) to the leaves

ignore travels upwards in the xylem unqualified
1

lost through stomata (to atmosphere)

1

idea of driven by evaporation / transpiration

ignore evaporation / transpiration unqualified
1

(b)  translocation
1

(c)  have pores in the end walls

allow sap for dissolved sugars
1

(so) dissolved sugars / food / contents can move from cell to cell

or

no nucleus or few / no sub-cellular structures (1)

allow few / no organelles
ignore cells are empty

to maximise space for movement of dissolved sugars / food / contents (1)

allow thick / rigid cell wall (1) to withstand pressure
inside cell
1

(d)  any one from: (the process):

•   requires energy
•   is an active process
•   uses active transport
1

(reason) cells have many mitochondria

allow flow of dissolved sugars / food in sieve tube cell is
not impeded (1)
(reason) companion cell is flattened (1)
1

Page 5 of 37
 (e)  sugars are made in the leaves by photosynthesis
allow glucose for sugar
allow sugars are not made in the root / meristems (by
photosynthesis)
1

all cells / tissues need sugar for respiration

allow every cell / tissue needs sugar for respiration
allow whole plant needs sugar as an energy source
1

(sugars) transported to meristems for growth / cell division / mitosis

or

(sugars) transported for storage as starch / fat / oil

1
[12]

(a)  any four from:

3. •   bacterial cell is smaller (than a plant cell)
allow converse statements ‘it’ refers to bacteria

•   bacterial cell does not have chloroplasts (plant cell does)
ignore chlorophyll

•   bacterial cell does not have its DNA / genetic material inside a nucleus (plant
cell does)
allow bacterial cell does not have a nucleus (plant cell
does)
allow bacterial cell has DNA / genetic material in a ring /
loop (plant cell does not)
allow bacterial cell has DNA / genetic material free in
cytoplasm

•   bacterial cell (may) have plasmids (plant cell does not)

•   bacterial cell does not have mitochondria (plant cell does)

•   cell wall in bacterial cells is not made of cellulose (cell wall in plant cells is)

•   bacterial cell does not have a large / permanent vacuole (plant cell does)

•   bacterial cell has smaller ribosomes (than plant cells)

do not accept idea that bacterial cells do not have
ribosomes
allow bacterial cell (may) have a flagellum (plant cells
do not)
allow bacterial cell (may) have a slime capsule (plant
cell does not)
4

Page 6 of 37
(b)  any four from:
•   dead / inactive / weakened form of pathogen / bacterium / microorganism is
introduced / injected
allow introduce / inject antigen(s) from the pathogen
allow dead / inactive / weakened form of Gonorrhoea
(bacteria) introduced / injected
do not accept inject Gonorrhoea disease

•   white blood cells stimulated to produce antibodies

do not accept incorrect white blood cell, eg phagocyte

•   reference to memory cells made or remain

•   on re-exposure specific / correct antibodies are made (very) quickly

allow on re-exposure specific / correct antibodies are
produced in large quantities

•   bacteria / pathogens / microorganisms killed and do not produce a large

enough population to cause the disease
allow bacteria / pathogens / microorganisms killed and
do not produce a large enough population to produce
toxins
4

(c)  fewer bacteria / pathogens in chicken / eggs / food

ignore references to immunity unqualified
allow fewer chickens / eggs will carry the bacteria /
pathogens ignore chickens do not get disease / infected
1

(so) fewer bacteria are ingested (by humans)

allow idea of fewer bacteria being passed on to humans
in food

or

fewer bacteria / pathogens ingested (by humans) (1)

(so) fewer toxins produced (1)

allow idea of fewer bacteria being passed on to humans
in food (1)
1

Page 7 of 37
 (d)  wash hands before preparing food
ignore wash hands unqualified
allow good food hygiene

wash hands after using the toilet

allow clean areas where a person has been ill
allow do not shake hands (with someone who has food
poisoning)
1

(e)  warmer weather so bacteria reproduce / increase faster

ignore bacteria are killed at low temperatures
allow food not cooked properly on barbeques
1
[12]

(a)  protist
4. 1

(b)  any two methods with reason from:

1 mark for method and 1 mark for a correctly linked reason

•   Method: insecticides

Reason: to kill mosquitos / vector
ignore kill insects unqualified

•   Method: (mosquito) nets

Reason: to avoid being bitten
allow long clothing
ignore acts as a physical barrier

•   Method: insect repellents

Reason: less likely to be bitten
allow DEET or named insect repellent

Page 8 of 37
 •   Method: vaccination
Reason: so people are immune (to malaria)

•   Method: anti-malaria tablets

allow named anti-malarial e.g. Larium / Malarone
allow antibiotics

•   Reason: kills the pathogen / protist

allow ecf from part (a)
ignore kills malaria
allow
Method: drain swampy ground
or
remove pots of water
or
put oil on water / pond
Reason: fewer breeding grounds for mosquitos

allow
Method: release GM / sterile mosquitos
Reason: prevent / reduce reproduction

if no other marks awarded allow 1 mark for kill mosquitos

4

(c)  any two from:

(bacterial cell):

does not have a nucleus

allow DNA is free in cytoplasm
allow has a single loop of DNA
allow has a single strand of DNA

has plasmids
allow description, e.g. (small) ring(s) of DNA

is smaller
allow bacterial cells do not have mitochondria or do not have
membrane bound organelles
allow bacteria have smaller ribosomes
ignore bacterial cells do not have chloroplasts
2

(d)  to allow air / oxygen in for bacteria to respire

allow to allow carbon dioxide produced in respiration to escape

or

so bacteria can respire aerobically

1
Page 9 of 37
(e)  (A)
(no change in population size) because no / limited cell division / reproduction
allow (no change in population size) because bacteria / cells
adjusting to environment / culture conditions
ignore reference to growth unqualified
1

(B)
(rapid increase in population size) as cells dividing rapidly as (plentiful) supply of
nutrients / food
allow rapid binary fission as (plentiful) supply of nutrients / food
1

(C)
(population size stays the same) as rate of cell death equals rate of cell division
1

(D)
(population size decreasing) as cells dying due to nutrients running out
or
(population size decreasing) as cells dying due to toxins / carbon dioxide / cell wastes
building up (in solution)
1

Page 10 of 37
 (f)
a ratio of 30 000:1 for X and 0.55:1 for Y scores 3 marks

(SA: vol ratio of X =)

2.4 × 10-7 : 8 × 10-12

1

or

0.000 000 24 : 0.000 000 000 008

(SA: vol ratio of Y =) 726:1331

conversion to same scale: 30 000:1 and 0.55:1

if no other calculation marks awarded allow 1 mark for calculation of
SA for X and Y
or
calculation of volume for X and Y
1
or
calculation of SA and volume for one or both cubes if not given as a
ratio
1

(so) diffusion distance is longer in multicellular organism

allow converse
or
(so) volume supplied by each unit of surface area is greater in multicellular organism
allow converse
allow idea that some cells will have no surfaces exposed to outside
in multicellular organism
1

(so) diffusion rate per unit volume is slower in a multicellular organism

allow converse
1
[17]

(a)  D
5. 1

(b)  C
1

(c)  right atrium → right ventricle → pulmonary artery

1

Page 11 of 37
(d)  Level 3: A judgement, strongly linked and logically supported by a sufficient range of
correct reasons, is given.
5−6

Level 2: Some logically linked reasons are given. There may also be a simple
judgement.
3−4

Level 1: Relevant points are made. They are not logically linked. 1‒2 AO1
1−2

No relevant content
0

Indicative content

Advantages of statins

•   easy to take or not invasive (procedure)

•   decrease blood cholesterol
•   slow down build-up of fatty materials in arteries
•   maintain blood flow to heart muscle cells
•   low cost (compared to stent operation)

Disadvantages of statins

•   might be side effects of drug eg muscle pain

•   effects take time to happen
•   drug will need to be taken long term
•   might forget to take drug

Advantages of stent

•   blocked artery is held open

•   blood flow to heart muscle cells is increased
•   stent will remain in place for a long time
•   effect of stent is immediate
•   rapid recovery from operation

Disadvantages of stent

•   risk of infection from operation

•   risk of surgery eg heart attack or bleeding
•   risk of thrombosis or blood clot

For Level 3, arguments for and against both treatments are needed.

Page 12 of 37
 (e)  heart (muscle) cannot contract / pump as effectively / powerfully
allow heart (muscle) is not as strong
1

(so) less blood pumped out of heart or to body (on each beat / contraction)
ignore reference to rate of blood flow
1

(so) less oxygen (reaches cells / body) for (aerobic) respiration

allow (so) more anaerobic respiration
1

(so) breathing rate increases to supply more oxygen

or
(so) breathing rate increases to repay oxygen debt
allow (so) breathing rate increases to break down lactic
acid
1

(f)  stem cells are undifferentiated cells

allow stem cells can differentiate
allow stem cells can develop into different types of cell
ignore stem cells can become specialised
ignore stem cells are not specialised
1

(therefore) can form heart (muscle) cells

allow (therefore) can form muscle cells
1

(g)  any two from:

•   cells will not be rejected
allow converse if clearly referring to embryonic stem
cells

•   no risk of damage to embryo

allow no (potential) human life destroyed / damaged

•   adult can give consent

ignore unethical unqualified
ignore religion unqualified
2
[17]

(a)  any one from:

6.
•   meristem(s)

•   tip of shoot

ignore stem and embryo
•   tip of root
1

Page 13 of 37
(b)  to produce large numbers of identical plants
1

(c)  6 × 10−12 (grams)

1

(d) 

or
1.166666666(r)

allow correct rounding

allow 1.16
1

1.17 (hours)
allow 1 mark for 1 hour 10 minutes or 1 and 1/6 hours
or 70 minutes only if units given
1
an answer of 1.17 (hours) scores 2 marks

(e)  stage 1
cell growth
or
increase in number of organelles
allow increase in named organelle e.g. ribosomes /
mitochondria
1

DNA replicates*
or
two copies of each chromosome form*
*allow DNA duplicates / doubles
*ignore genetic information replicates
*if this statement given as part of stage 2 allow max 4
marks
1

Page 14 of 37
 stage 2 / mitosis
one set of chromosomes moves to each end of cell
allow chromosomes separate or are pulled apart
1

nucleus divides
allow nucleus splits into two
1

stage 3
cytoplasm / cell membrane divides to form two (genetically) identical cells
allow cytokinesis
1
max 4 if correct sequence but no reference to stage
numbers
max 4 marks if no stage numbers given
ignore names of phases
marks can be awarded for labelled diagrams

(f)  any two from:

advantages:
•   may be used to cure / treat (current / future) diseases
   or
   cure medical conditions
   or
   produce replacement cells / tissues / organs
allow example e.g. diabetes / paralysis
ignore used for medical treatments

•   cells / tissues of any type could be produced

allow cells differentiate into many types

•   cells / tissues of any type could be produced

ignore identical cells are produced unqualified

•   many cells produced

•   cells produced could be used for research
•   would reduce waiting time for organ transplants
2

Page 15 of 37
 any two from:
ignore references to cost
ignore unethical unqualified
ignore references to religion / beliefs

disadvantages:

•   potential life is killed / destroyed

allow embryo is destroyed
ignore cells destroyed or wasted

•   shortage of donors / eggs

•   egg donation / collection has risks
•   do not yet know risks /side effects of the procedure on the
patient
allow may cause tumours / cancer

•   may transfer (viral) infection

•   poor success rate to produce viable eggs / embryo
2
ignore references to cost
[14]

7. (a) 
1

(size of real object =)

1

(size of real object =) 0.86 (mm)

1

(size of real object =) 860 (µm)

an answer of 860 (µm) scores 4 marks
allow correct conversion of their calculated value
if no other marks awarded allow 1 mark for

(b)  Level 2: Scientifically relevant facts, events or processes are identified and given in
detail to form an accurate account.
3−4

Level 1: Facts, events or processes are identified and simply stated but their
relevance is not clear.
1−2

No relevant content
0

Page 16 of 37
 Indicative content

•   place slide on stage

•   use lowest power / ×4 objective lens (initially)
•   adjust mirror or switch light on so light passes through slide
•   move stage as close to lens as possible
•   slide must not touch lens
•   turn focussing knob so slide moves away from lens
•   turn focussing knob until image comes into focus
•   use fine focus to get clear image
•   change objective lens to ×10
•   ×5 eyepiece and ×10 objective lenses (gives total magnification of ×50)
•   refocus slide using focussing knob

For Level 2 reference to how to focus the slide / cells and achieve magnification of
×50 is required

(c)  any three from:

•   (rate) fastest in the first 0.5 hours

allow fastest rate is 120 units per hour (at start)

•   (rate gradually) decreases after first 0.5 hours

allow mean rate over 3.5 hours is 37.14 units per hour
or
•   (rate gradually) decreases throughout the investigation

•   rate is constant between 1.0 and 2.0 hours

or
•   rate is constant between 2.0 and 3.5 hours

•   (rate) becomes zero between 3.0 and 3.5 hours

allow (rate) is zero after 3.5 hours
allow 'it’ for rate
3

Page 17 of 37
 (d)  more nitrate ions are absorbed in the presence of oxygen
allow nitrate ions absorbed faster in the presence of oxygen
1

(which suggests) they are absorbed by active transport / uptake

1

which requires energy from respiration

do not accept energy produced / created / made
1

some nitrate ions absorbed by diffusion

or
some nitrate ions absorbed (by active transport / uptake) requiring energy from
anaerobic respiration
or
some nitrate ions absorbed by active transport / uptake using oxygen already
dissolved in the solution
1

(e)  nitrate ions are used with glucose

1

to form amino acids

1

(which are) used to synthesise proteins (needed for growth)

1
[18]

(a) any two from:

8.
• synthesis of new molecules
allow named molecule eg starch / glycogen / cellulose / lipids / fats /
proteins / hormones / antibodies

• for active transport

• to keep warm (in mammals / birds)

allow description
allow to keep warm (in animals)
allow for movement (in animals)
allow for transmission of nerve impulses (in animals)
2

(b) mitochondria / mitochondrion

1

Page 18 of 37
 (c) both occur without oxygen
1

both release (a small amount of) energy

1

muscle cells produce lactic acid but plant cells produce ethanol
1

muscle cells do not produce carbon dioxide but plant cells do

marks can be awarded from correct word or balanced symbol
equations
1

(d) the amount of oxygen needed to react with the lactic acid formed
allow the amount of oxygen needed to break down
or oxidise the lactic acid
1
[8]

(a)  to control for the starting mass (of the pieces of carrot)
9.
allow because the pieces of carrot were not all the same
mass at the start
do not accept were not all the same size
do not accept as a control variable
1

(b)  suitable scale and label for y-axis

allow 5 or 6 per 2 cm
do not accept 5 per 1 cm
1

all points plotted correctly

allow ± ½ a square
allow 1 mark for 4 correct points
2

line of best fit

percentage
conc. …
(%) change…

0.0 +24

0.2 +12

0.4 +1

0.6 −8

0.8 −15
1

Page 19 of 37
 (c)  value from student’s line of best fit
allow ± ½ a square
1

(d)  mass decreased

1

(due to) loss of water by osmosis

ignore diffusion
1

through a partially / selectively / semi permeable membrane

1
a clear reference to concentration of water or
concentration of sugar is required for the fourth mark

(as) concentration of sugar solution is greater than concentration of sugar (solution)

inside cells / carrot
allow (as) concentration of sugar solution inside cells /
carrot is lower than the concentration of sugar solution
(in the tube or around the carrot)

or

(as) the concentration of water is less outside the cells / carrot than the concentration
inside the cells / carrot
allow answers in terms of dilute and concentrated
solutions
1

(e)  the (partially permeable / cell) membrane was damaged

allow idea that cell membrane is no longer intact
or is more permeable / leaky
allow the membrane is denatured
ignore cells are dead
1
[11]

(a)  it is made up of different tissues (that perform specific functions)

10. 1

Page 20 of 37
(b)  some blood would flow back into the left ventricle
allow not all the blood would leave the left ventricle
1

(so) less oxygenated blood would be pumped to the body

ignore references to glucose
1

cells require oxygen for respiration

or
less aerobic respiration
allow more anaerobic respiration
1

(so) person would become out of breath

(so) lactic acid will build up
or
(so) less energy transferred
or
(so) person would be tired
allow the idea of lacking energy
1

(c)  any four from:

(advantages of biological valve):

•   reduced risk of blood clots which could cause heart attack or stroke
•   reduced risk of blood clots during pregnancy / birth
•   reduced risk of bleeding during pregnancy / birth
•   do not need to take (anti-blood clotting) drugs for life
•   no risk to foetus / baby from drugs
•   reduced risk of serious bleeds if in an accident
•   do not need to carry (anti-blood clotting) drugs when travelling
•   low risk of rejection / immune reaction
max three marks if only advantages or disadvantages
of biological valve given
allow problems related to losing / obtaining drugs
abroad
do not credit reference to rejection twice

(disadvantages of biological valve):

•   may be rejected

•   may have to go through surgery more than once

•   may have to take immunosuppressant drugs
•   have to wait for (suitable) donor
do not credit reference to rejection twice
allow an animal would be killed
4
[9]

Page 21 of 37
 (a)  releases energy (to the surroundings)
11.
allow transfers (thermal) energy to the surroundings
ignore transfers energy unqualified
1

(b)  to keep oxygen out

allow to keep air out
allow (because) fermentation is an anaerobic reaction
allow to prevent aerobic respiration
1

(c)  to allow the mixture / yeast / cells to reach the temperature

allow to reach 2 °C
allow so yeast can equilibrate
allow idea that contraction of gas (on cooling) would
hinder results collection
1

(d)  (2 °C is) too cold for enzymes / yeast to work

allow (at 2 °C) few / no collisions (between sugar and
enzymes)
1

(so) no carbon dioxide / gas produced

or
(so) fermentation did not occur
or
fermentation was very slow
do not accept an incorrect gas
1

enzymes become active at 35 °C so carbon dioxide / gas was produced

allow at 35 °C the enzymes started to work so carbon
dioxide / gas was produced
1

Page 22 of 37
 (e)  ideal / suitable temperature for enzymes / yeast to work
1

(so) carbon dioxide / gas produced (rapidly)

do not accept an incorrect gas
1

(after time / ≥ 15 minutes) rate / fermentation slowed

1

(because) sugar / glucose / food began to run out

or
(because) increased concentration of ethanol / alcohol started to kill the cells
allow (after time / ≥ 15 minutes) less gas produced per
minute
1
[10]

(a)  any one from:

12. •   (Type 2) diabetes
ignore obesity
do not accept Type 1 diabetes allow cardiovascular
disease ignore heart attack / failure
•   (coronary / ischaemic) heart disease / CHD
•   high blood pressure
•   cancer
•   depression
allow (osteo)arthritis
1

(b)
27 =
1

height2 = 68.1 ÷ 27

or

height2 = 2.522(r) / 2.52 / 2.5

allow height =

or
allow height =
1

height = 1.59 (m) allow height =

allow a correctly rounded value
if 2.5 is given in step 2 allow an answer of 1.58 (m)
1

Page 23 of 37
(c)  overweight
answer must be consistent with height calculated in (b)
1

(d)  any three from:

max 2 marks if refer to energy being made / used /
produced / created
allow reference to calories / joules for energy

•   increased energy intake if more food eaten

allow increased energy intake if more fat / carbohydrate
eaten
allow converse
allow energy taken in when you eat

•   if exercise more, more energy is transferred / released

allow if exercise more, respiration / metabolism
increases or is faster
allow converse
allow energy is transferred during exercise
do not accept energy is burnt during exercise

•   if more energy is taken in than is transferred body mass increases

or
if less energy is taken in than is transferred body mass decreases
allow if less energy is transferred than is taken in body
mass increases
or
if more energy is transferred than is taken in body mass
decreases

•   if energy intake = energy transferred body mass stays the same
if no marks are awarded allow 1 mark for food eaten
can increase body mass and exercise can decrease
body mass
or
allow 1 mark for if a lot of food is eaten and little
exercise is done body mass increases
allow converse
3

Page 24 of 37
 (e)  Level 3: Relevant points (reasons/causes) are identified, given in detail and logically
linked to form a clear account.
5−6

Level 2: Relevant points (reasons/causes) are identified, and there are attempts at logical
linking. The resulting account is not fully clear.
3−4

Level 1: Points are identified and stated simply, but their relevance is not clear and there is
no attempt at logical linking.
1−2

No relevant content
0

Indicative content
During exercise:
•   increased breathing rate
•   increased breath volume
•   (to) take in more oxygen for (aerobic) respiration
•   (and) exhale more carbon dioxide
•   increased heart rate
•   (so) increased blood flow (to muscles)
•   (to) transport oxygen / glucose to respiring cells faster
•   (and) increase rate of carbon dioxide removal
•   glycogen converted to glucose

•   insufficient oxygen supplied (during prolonged vigorous exercise)

•   (so) lactic acid is formed (during anaerobic respiration)
•   (and) an oxygen debt is created
•   (lactic acid causes) muscles become fatigued / tired or (causes) muscles to
stop contracting efficiently
•   allow reference to sweating or increased body temperature or vasodilation
(during or after exercise)

After exercise:
•   heart rate remains high or heart rate slowly decreases
•   continue to breathe rapidly or breathing rate slowly decreases
•   (to) pay back oxygen debt
•   oxygen debt is the amount of oxygen needed to break down lactic acid
•   (and to) provide more oxygen to react with the lactic acid and remove it from
cells
•   (some) lactic acid transported to liver
•   (lactic acid) is converted back into glucose

For Level 3 need reference to:

•   changes during and after exercise
•   lactic acid and its removal.
[14]

(a)  opened and closed the tap (so water enters from reservoir)
13.
allow opened the tap (carefully / gently)
1

Page 25 of 37
(b)  air bubble moves further (in a given time)
allow air bubble moves faster
1

(so) resolution is improved

allow it is easier to see a small change (in volume)
ignore is easier to measure unqualified
allow measurements are more accurate
ignore to make test more accurate
ignore references to precision or validity
1

(c)
an answer of 10.56 (mm3/min) scores 3 marks

or
13.2 (mm/min)
allow tolerance of ± square allow full marks from calculation from
other correct pairs of readings
allow value in range 13 to 13.4 for only

ignore or 12.6
1

13.2 × 0.8
allow their calculated value in the range from 12 to 14 × 0.8
1

10.56 (mm3/min)
allow 10.6 or 11
1

(d)  points plotted correctly

allow +/- a square

allow 1 mark for 4/5 correct plots

2

suitable line of best fit

1

(e)  straight line starting at 0,0 with a steeper gradient than A

1

Page 26 of 37
 (f)  no photosynthesis
allow plants need light for photosynthesis
1

(so) stomata closed (as no carbon dioxide needed)

1

(so) no transpiration
allow very little transpiration or little water lost
1
[13]

(a) transports water in the transpiration stream

14. 1

(b) transports dissolved sugars using translocation

1

(c) 2/(0.1 × 0.1)

or
2/ 0.01
1

200
an answer of 200 scores 2 marks
1

(d) cooler around lower surface

1

more humid around lower surface

allow converse argument for upper surface of leaf if qualified
1

(so) less water evaporated

allow less breeze around lower surface
1

Page 27 of 37
 (e)
Level 3: Relevant points (correct processes /
explanations) are identified, given in detail and linked 5-6
logically to form a clear account.

Level 2: Relevant points (correct processes /

explanations) are identified and there are attempts at 3-4
logical thinking. The resulting account is not fully clear.

Level 1: Points are identified and stated simply, but their

relevance is not clear and there is no attempt at logical 1-2
thinking.

No relevant content 0

Indicative content
•   water is absorbed by osmosis
•   osmosis is a passive process, or described
•   water in soil is at a higher concentration than inside
cell
•   water moves down concentration gradient
•   through a partially permeable membrane
•   phosphate ions absorbed by diffusion
•   diffusion is a passive process, or described
•   phosphate ions are in a higher concentration in soil
than inside cells
•   magnesium ions are absorbed by active transport
•   magnesium ions are in lower concentration in soil
than inside cells
•   magnesium ions move from an area of lower
concentration to an area of higher concentration
inside the cells
•   magnesium ions move up the concentration
gradient
•   process requires energy
•   energy from respiration
6
[13]

(a) cells can break off

15.
allow cells invade other tissues
1

travel in blood
accept travel in lymph (fluid)
1

Page 28 of 37
 (b)
1

85.4 (%)
allow 85.4 (%) with no working shown for 2 marks)
1

(c) any two from:

• similar survival rates for diagnosis in 1961

• survival rate (for diagnosis in 2011) is 1.5 times greater for prostate cancer
compared to bowel cancer
• (survival rates) have improved for both cancers
• (survival rate) for prostate cancer has improved more
accept survival rate for bowel cancer has increased 2.4 times but
for prostate cancer 3.4 / 3.36 times
2

plus two from:

• earlier diagnosis
• improved screening programmes
• improved drugs
• difference in level of aggression of cancers
• difference in ease of removing tumours
reason must be correctly linked to comparison
2
[8]

(a)  any one from:

16.
•   not everyone would go to the doctor
allow not all cases recorded
allow only medically confirmed cases recorded
ignore some cases are unknown

•   sample will not always be sent for analysis

•   some cases not tested / diagnosed / confirmed
allow idea that doctor may make a judgemental error or
mis-diagnosis
1

Page 29 of 37
(b) 

allow for 1 mark:

96 / 95.5
allow 2 marks for correct rounding of 95.51724138
allow 1 mark for correct calculation using incorrect
subtraction only if working shown
1
an answer of 96 / 95.5 scores 2 marks
allow 1 mark only for 95 or other incorrect rounding

(c)  most people are immune so do not become ill (from infection)
allow herd / community immunity so do not become ill
(from infection)
allow most people are immune so do not become
infected
ignore most people are immune so don’t get / catch it
1

less chance of non-immune / unvaccinated individuals being exposed to pathogen /

measles / virus
reference to an organism is needed
allow ‘it’ for the measles virus
allow fewer people to pass it on to non-immune people
1

(d)  Level 3: Relevant points (comparisons / reasons) are identified, given in detail and
logically linked to form a clear account.
5−6

Level 2: Relevant points (comparisons / reasons) are identified and there are
attempts at logical linking. The resulting account is not fully clear.
3−4

Level 1: Points are identified and stated simply, but their relevance is not clear and
there is no attempt at logical linking.
1−2

No relevant content
0

Page 30 of 37
 Indicative content

differences (after exposure to measles virus):

•   greater number / higher concentration of antibodies produced

•   quantitative statement, e.g. 9 times higher or 0.8 to 7.2
•   antibodies produced sooner − idea of immediate response
•   antibodies produced quicker
•   antibodies stay (in higher concentration) for longer

explanation

•   white blood cells / leucocytes / lymphocytes / B cells

   ignore phagocytes / macrophages
•   reference to previous exposure (of white blood cells) to pathogen / virus
•   (white blood cells) recognise pathogen / virus / antigen
•   memory cells
•   production of specific / correct antibodies
[11]

(a)  3 years
17. 1

(b)  any one from:

•   to reduce any risk
allow idea (if it is unsafe) less harm will be caused with
a lower dose
ignore that it may be unsafe / dangerous unqualified

•   to look for side effects

ignore unknown side effects unqualified
1

(c)  too great a risk for ill person / patient

allow may make their condition worse
allow less risk to healthy person
ignore references to immune system
1

patient might be taking another drug

allow unhealthy person might be taking another drug
or
side effects of drug are easier to identify
ignore to see side effects unqualified
1

(d)  any one from:

•   to prevent false claims
•   to make sure the results / conclusions are correct / valid
ignore references to accuracy, reliability or precision
•   to avoid bias
1

Page 31 of 37
 (e)  Level 3: A judgement, strongly linked and logically supported by a sufficient range of
correct reasons, is given.
5−6

Level 2: Some logically linked reasons are given. There may also be a simple judgement.
3−4

Level 1: Relevant points are made. They are not logically linked.
1−2

No relevant content
0

Indicative content

arguments for use:

•   will save the NHS money
•   (approximately) 20 times as many people or 19 more people can be treated
compared to Drug A
•   (approximately) 29 times as many people can be treated compared to Drug B
(allow 28 times or 28 / 27 more people)
•   more people can be treated for the same cost
•   patients will be treated sooner
•   improves patient choice
•   used in other countries so likely to be effective
•   used in other countries so likely to be safe
•   likely to have been tested in other countries

arguments against use:

•   injections of drug not tested (in UK)
•   cannot be sure it is as effective as Drug A / Drug B
•   cannot be sure if it is safe to use
•   may have unknown side effects
•   doctors cannot be confident in prescribing Drug C
•   goes against regulations / laws regulating drug development / use
•   might set a precedent for other drugs not to be fully tested
•   might set a precedent for other non- approved / unlicensed drugs to be used

Need advantages and disadvantages for Level 2

[11]

(a) (1 572 189 × 3 467) / 100 000

18. 1

54 507.79263 or any correct rounding

1

54 508
an answer of 54 508 scores 3 marks
1

(b) to control for the different (group) population sizes

allow so the different groups can be compared
1

Page 32 of 37
(c) thick yellow / green discharge from penis / vagina
and
pain on urinating
allow any two correct symptoms
1

(d) diameter of clear area

1

(e) 3.14 × 8.5 × 8.5

1

227
allow 226.865 or any correct rounding for max 1 mark
an answer 227 scores 2 marks
1

(f) comment relating to data, eg higher concentrations did not show much improvement
or
5 mg/dm3 was much more successful at killing bacteria than at lower concentrations
1

comment relating to patient safety eg much less likely to cause toxic / side effects than at
higher concentrations
1

Page 33 of 37
(g)
Level 3: Relevant points (correct stages / reasons) are
identified, given in detail and linked logically to form a 5-6
clear account.

Level 2: Relevant points (correct stages / reasons) are

identified and there are attempts at logical thinking. The 3-4
resulting account is not fully clear.

Level 1: Points are identified and stated simply, but their

relevance is not clear and there is no attempt at logical 1-2
thinking.

No relevant content 0

Indicative content
names of stages are not required, but a logical
progression through stages of testing is required for
Levels 2 and 3.
phase 1 clinical testing:
•   tested on healthy volunteers
•   low doses used
reason:
•   to test for side effects / toxicity / safety
phase 2 clinical testing:
•   tested on patients
•   patients given placebo or drug
•   double blind trial
reason:
•   to test for side effects / toxicity / safety
•   to test its efficacy / effectiveness
phase 3 clinical testing:
•   larger numbers of patients used
•   patients given placebo or drug
•   double blind trial
reason:
•   to verify efficacy / effectiveness
•   to determine correct dose
prior to licensing:
•   analysis of results
•   peer review
reason:

Page 34 of 37
 •   to check results are valid
•   to avoid bias
6
[16]

(a) 0.67(%)
19.
allow
allow 1 mark for evidence of (2 × 106) ÷ (3 × 108)
or
allow 1 mark for 0.0067 or 0.6
2

(b) (i) idea that food chains start with plants / producers
allow food chains do not start with animals or larvae are consumers
1

idea that these make food (for other organisms in the chain)
allow idea that plants / producers photosynthesise or plants /
producers get energy from the sun
allow mosquito larvae do not make food / photosynthesise or
mosquito larvae do not get energy from the sun
1

(ii) any four from:

• reasoned argument for or against release
must refer to at least one advantage and one disadvantage.
max 3 marks for either only advantages or only disadvantages

advantages:
• fewer mosquitos biting or spreading malaria
• fewer people get / die from malaria
allow people won’t get / die from malaria
• lower medical costs (for those infected or for treatment) or less healthcare
needed
• better economically for developing / tropical countries.

disadvantages:
• fewer crops reproduce
allow fewer crops pollinated
• poorer crop yield
• possible starvation (of people)
• high cost of GM production / mosquito release
• less food for bats / birds or bats / birds die
allow disruption to food chain / ecosystem or reduction of
biodiversity
• gene could ‘escape’ into other wildlife / species
ignore into plants
4

Page 35 of 37
 (iii) any three from:
• gene from bacteria cut out
allow allele for gene
• ref to enzymes (anywhere in process)
allow at any point in process, ie in cutting or in splicing
• (gene) transferred to chromosome of mosquito
allow DNA for chromosome
• at an early stage of development
allow egg / embryo
3
[11]

(a) (i) any one from:

20.
• (produce) toxins / poisons

• (cause) damage to cells

kill / destroy cells
allow kills white blood cells
1

(ii) produce antitoxins

1

engulf / ingest / digest pathogens / viruses / bacteria / microorganisms

accept phagocytosis or description
ignore eat / consume / absorb for engulf
ignore references to memory cells
1

(b) (i) dead / inactive / weakened

accept idea of antigen / protein
1

(measles) pathogen / virus

ignore bacteria
1

(ii) (after infection)

accept converse if clearly referring to before vaccination
1

rise begins sooner / less lag time

steeper / faster rise (in number)

1

longer lasting or doesn’t drop so quickly

idea of staying high for longer
ignore reference to higher starting point
1

Page 36 of 37
 (iii) antibodies are specific or needs different antibodies
accept antigens are different or white blood cells do not recognise
virus
1

(c) reduces spread of infection / less likely to get an epidemic

accept idea of eradicating measles
1
[10]

Page 37 of 37