BIOLOGY 8461/2H - Parli Biology GCSE And A Level Biology
GCSEBIOLOGY8461/2HPaper 2HMark schemeSpecimen (set 2)Version: 1.0Keep securePlease be aware that not all schools and colleges will be using these tests atthe same time.Help us to maintain the security of these papers by ensuring they are notdistributed on social media or other platforms.
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)Important – please noteMark schemes are prepared by the Lead Assessment Writer and considered,together with the relevant questions, by a panel of subject teachers.It must be stressed that a mark scheme is a working document. This markscheme has not been through the full standardisation process. Thestandardisation process ensures that the mark scheme covers the students’responses to questions and that every associate understands and applies it inthe same correct way.Assumptions about future mark schemes on the basis of one year’s documentshould be avoided; whilst the guiding principles of assessment remainconstant, details will change, depending on the content of a particularexamination paper.The Information to Examiners is included as a guide to how the mark schemewill function as an operational document.The layout has been kept consistent so that future operational mark schemesdo not appear different from these test materials.If the printing process in your school alters the scale of a diagram, measurethe values on your printed papers and mark the scripts accordingly.Copyright 2017 AQA and its licensors. All rights reserved.AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from thisbooklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy anymaterial that is acknowledged to a third party even for internal use within the centre.2
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)Information to Examiners1. GeneralThe 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 isintended to cover.The extra information is aligned to the appropriate answer in the left-hand part of the mark schemeand 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 consequentialmarking needs to be considered in a calculation; or the answer may be on the diagram or at a differentplace on the script.In general the right-hand side of the mark scheme is there to provide those extra details which confusethe main part of the mark scheme yet may be helpful in ensuring that marking is straightforward andconsistent.2. Emboldening and underlining2.1In 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 apotential mark.2.2A bold and is used to indicate that both parts of the answer are required to award the mark.2.3Alternative answers acceptable for a mark are indicated by the use of or. Different terms in themark scheme are shown by a / ; eg allow smooth / free movement.2.4Any wording that is underlined is essential for the marking point to be awarded.3
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)3. Marking points3.1Marking of listsThis applies to questions requiring a set number of responses, but for which students haveprovided 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 canbe 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]StudentResponse123green, 5red*, 5red*, 8Marksawarded010Example 2: Name two planets in the solar system.[2 marks]Student123.2ResponseNeptune, Mars, MoonNeptune, Sun, Mars,MoonMarks awarded10Use of chemical symbols / formulaeIf a student writes a chemical symbol / formula instead of a required chemical name, full creditcan be given if the symbol / formula is correct and if, in the context of the question, such action isappropriate.3.3Marking procedure for calculationsMarks should be awarded for each stage of the calculation completed correctly, as students areinstructed to show their working. Full marks can, however, be given for a correct numericalanswer, without any working shown.3.4Interpretation of ‘it’Answers using the word ‘it’ should be given credit only if it is clear that the ‘it’ refers to the correctsubject.4
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)3.5Errors carried forwardAny 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 carriedforward is kept to a minimum. Allowances for errors carried forward are most likely to berestricted to calculation questions and should be shown by the abbreviation ecf in the markingscheme.3.6Phonetic spellingThe phonetic spelling of correct scientific terminology should be credited unless there is apossible confusion with another technical term.3.7Brackets( .) are used to indicate information which is not essential for the mark to be awarded but isincluded to help the examiner identify the sense of the answer required.3.8AllowIn the mark scheme additional information, ‘allow’ is used to indicate creditworthyalternative answers.3.9IgnoreIgnore is used when the information given is irrelevant to the question or not enough to gain themarking point. Any further correct amplification could gain the marking point.3.10 Do not acceptDo not accept means that this is a wrong answer which, even if the correct answer is given aswell, will still mean that the mark is not awarded.4. Level of response marking instructionsExtended 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 annotateit (as instructed) to show the qualities that are being looked for. You can then apply the markscheme.5
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)Step 1: Determine a levelStart at the lowest level of the mark scheme and use it as a ladder to see whether the answermeets the descriptor for that level. The descriptor for the level indicates the different qualities thatmight be seen in the student’s answer for that level. If it meets the lowest level then go to the nextone and decide if it meets this level, and so on, until you have a match between the leveldescriptor and the answer.When assigning a level you should look at the overall quality of the answer. Do not look topenalise small and specific parts of the answer where the student has not performed quite as wellas the rest. If the answer covers different aspects of different levels of the mark scheme youshould 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 ispredominantly level 2 with a small amount of level 3 material it would be placed in level 2 but beawarded a mark near the top of the level because of the level 3 content.Step 2: Determine a markOnce you have assigned a level you need to decide on the mark. The descriptors on how toallocate marks can help with this.The exemplar materials used during standardisation will help. There will be an answer in thestandardising materials which will correspond with each level of the mark scheme. This answerwill have been awarded a mark by the Lead Examiner. You can compare the student’s answerwith the example to determine if it is the same standard, better or worse than the example. Youcan then use this to allocate a mark for the answer based on the Lead Examiner’s mark on theexample.You may well need to read back through the answer as you apply the mark scheme to clarifypoints 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 tobe exhaustive and you must credit other valid points. Students do not have to cover all of thepoints 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 thereare no incorrect statements that contradict a correct response.An answer which contains nothing of relevance to the question must be awarded no marks.6
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)QuestionAnswers01.1times are very short / inmillisecondsormilliseconds cannot bemeasured with a stopwatch01.2to increase validity / repeatabilityorto get representative results01.3Extra informationMarkAO /Spec. Ref./ Demand1AO34.5.2.1Standardallow to give a more reliablemean value1AO24.5.2.1Standardbecause of variation in resultsallow to identify any anomalies1(they have included) 468 / the7th resultallow identification of anomaly inthe table1(which) is anomalous / is amuch higher value (than theothers)1an answer of 1.06 (: 1) scores rd111.06 (: 1)allow max 1 mark if wrongnumber of sig. figs.01.52.59 10 –1 seconds1AO24.5.2.1Standard7
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)01.601.7Total8any two from: cannot compare mean to Bas it has been incorrectlycalculated C’s mean reaction time isthe longest, not the shortest only measured one type ofreactionorcannot generalise to allreaction types other factors can influencereaction timeinvolves (the conscious part of)the brain2AO3/4.5.2.1Standard1AO24.5.2.1Standardallow examplesallow voluntary (re)action11
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)Question02.102.2AnswersExtra information(molecules are) (too) large1cannot pass through (filtration)membrane / (holes in) filterallow ‘is not filtered out of theblood’1glucose is reabsorbedignore ‘is absorbed’ unlessqualified by ‘into blood’11all of it02.3Mark(molecules / ions) small so passthrough filterornot all is reabsorbedmore water reabsorbed on a hotdaydue to more water lost in sweatallow the body needs tomaintain the right balance ofions and urea in the bloodignore ‘are filtered’ unqualified1AO /Spec. Ref./ 5.3.3Standard1‘more’ needed at least onceto gain both marks19
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)02.4Level 3: A judgement, strongly linked and logically supported by asufficient range of correct reasons, is given.5–6Level 2: A judgement, supported by some relevant reasons isgiven.3–4Level 1: Relevant points are made. If there is a judgement, this isasserted, but not logically linked to the points made.1–2No relevant contentAO20Indicative contentpro transplant: (dialysis requires repeated treatments to prevent) build-up oftoxinsorto prevent raised blood pressure between sessions inconvenience of dialysis, eg long sessions of immobility orrepeated hospital visits (dialysis requires restricted diet) to prevent build-up of urea /ions there is a greater risk of infection with dialysis eg repeatedpuncturing of skin or use of non-sterile equipment allows entryof microorganisms there is a risk of blood clots with dialysis dialysis more expensive in the long term / 2 yearsorexamples given eg 2 yrs dialysis 60 000 compared with 2 yrsafter transplant ( 51 000 5 000) 56 000 transplant is a long term treatment or may remain healthy formany yearscon transplant: shortage of kidney donors leading to long waiting time requires death of another person or live donation leaving aperson with just one kidney exploitation of poor people for donor kidneys (paying for organs) need to match tissue type rejection – role of wbcs / lymphocytes need immunosuppressant drugs – susceptibility to infection dangers of surgery – physical damage / infection / brain damagefrom anaesthetic high initial cost – limited funding (either personal or NHS / CCG)Total10AO3134.5.3.3Standard
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)QuestionAnswersExtra informationMarkAO /Spec. Ref./ Demand03.1any two from: sprinkled through air air spaces between stones thin layer over stones (forefficient diffusion) slow flow (for rd03.2green algae1AO14.7.2.14.7.4.1Standard03.3(large / small) protist1AO14.7.4.1Standard11
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)03.4Level 2: Scientifically relevant facts, events or processes areidentified and given in detail to form an accurate account.3–4Level 1: Facts, events or processes are identified and simplystated but their relevance is not clear.1–2No relevant content0Indicative contentdigestion: (external) enzymes released role of enzymes – eg amylase / protease / lipase substrates & products – eg starch sugar /protein amino acids / fat fatty acidsabsorption: by diffusion / active transportdeamination: amino acids ammonia / ammonium ionsrelease of other ions: eg phosphate / nitrate / magnesiumrespiration: produces carbon dioxide ( water)orequation is given release of energy allows other processes to take placeeg active 4.2.1Standard
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)QuestionAnswersExtra informationMarkan answer of 1.8 scores 3 marks04.10.03 output 1005950 50output 10.03 (590 50)100AO24.7.5.2Standard111.8an answer of 8.33 scores 3marks04.2AO /Spec. Ref./ Demand1indoor % efficiency AO24.7.4.34.7.5.2Std./High40 10010 000 6 000or40 10016 0000.25(%)allow 8 / 8.3 / 8.333 0.25 8.33 (times)0.0304.3any two from: in faeces / egestionornot all food is absorbed not all food is ingested in urine / excretion in respiration keeping warm movement112AO14.7.4.3Std./Highdo not accept ‘for respiration’allow as ‘heat’13
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)04.4warmer indoors so less energywasted in keeping warmallow less energy lost as ‘heat’11less movement indoors so lessenergy wastedif no other mark awarded, allowit is warmer and there is lessmovement indoors for 1 markTotal1410AO14.7.5.2Std./High
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)Question05.1AnswersExtra informationany three from: a (chemical) messengeroran organic substanceallow correct named example –eg protein / modified amino acid/ catecholamine / steroid made by the endocrinesystem / an endocrine gland/ endocrine organallow made by / released from a(ductless) gland affects (a) specific / targetorgan(s) / tissue(s) released into the bloodMarkAO /Spec. Ref./ O3AO1AO24.5.3.2Std./Highallow carried by the blood05.2insulin and glucagonboth required for 1 markcorrect spelling only forglucagon05.3Level 2: Relevant points (reasons/causes) are identified, given indetail and logically linked to form a clear account.3–4Level 1: Relevant points (reasons/causes) are identified, and thereare attempts at logically linking. The resulting account is not fullyclear.1–2No relevant content0Indicative content (0–0.5 h: ) glucose from meal enters bloodorincrease in blood glucose (to 6.5 mmol/dm3) glucose detected by pancreas pancreas secretes insulin (insulin causes) glucose to move (out of blood) into cells / liver liver converts glucose to glycogen causing a fall in blood glucose (after 0.5h) low blood glucose ( 5.0 mmol/dm3) detected by pancreas pancreas releases glucagon liver converts glycogen to glucose (which enters blood) blood glucose rises (after 1 h or to 5.2 mmol/dm3 (at 1.5 h))Total815
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)QuestionAnswersMarkAO /Spec. Ref./ Demand06.1red blood 06.3retina1AO24.5.2.34.6.1.6Std./High06.47 and 8 / the parentsdo not have A (allele)or only have a (allele) or are aa1AO24.6.1.6Std./Highso children cannot inherit Aor can only inherit aorthe parents show the recessivecharacteristicso must be homozygous(recessive)or must be aaor parents cannot have A16Extra informationallow converse – if parents hadan A (allele) they would haveStickler syndrome1
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)06.5parental genotypes:12 Aa and 18 aaor parental gametes:12 A a and 18 a aderivation of offspring genotypes1allow ecfidentification of Aa offspring asSticklerprobability 0.25 / ¼ / 1 in 4 /25% / 1:3TotalAO2AO34.6.1.6Std./High11allow ecf – eg 0.5 if 12 AAdo not accept 3:1do not accept 1:41917
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)Question07.1Answerslarge number – morerepresentative and so morevalid (mean can be calculated)Mark1allow more reliableAO /Spec. Ref./ DemandAO14.7.2.1Standardrandom – avoid bias107.2correct figures in table:(3)(8)(16)199411AO24.7.2.1Standard07.3all bars plotted correctly1AO24.7.2.1Std./High07.4any three from:3AO34.7.2.1Std./Highsheltered – 0.47 or 0.4661exposed – 0.35 or 0.3541AO24.7.2.1Std./High 07.5 1 mmallow ecf from Table 3much overlap of valuesbetween the 2 shoressheltered shore:18Extra informationwider range or use of figures- eg approx 0.26 to 0.70 cf0.21 to 0.55higher mode or use offigures – eg 0.41 to 0.45 cf0.36 to 0.40there are no limpets at 0.21to 0.25accept converse for exposedshoreallow ecf for figures from07.2allow there are no limpets onexposed shore at 0.56 to 0.70
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)07.6an answer of 38.6 / 38.62 /38.64 scores 3 marksradius 2.48 cm07.7(area 3.14 (2.48)2 ) 19.3cm2allow area calculated fromincorrect radius1(force 19.3 2 ) 38.6(newtons)or(force [3.14 (2.48)2] x 2) 38.62 (newtons)or(force [π (2.48)2] x 2) 38.64 (newtons)allow force calculated from 1previous error1any two from: foot may not be circular foot may be larger / smallerthan outside of shell scientists’ value isapproximate variation between limpets /described AO34.7.1.14.7.1.24.7.1.4Std./Higheg re muscle developmentor greater ‘awareness’ of somelimpetsvariation in rock surfacetextureany three from: more force of waves todislodge limpets lower height lowersexposure to waves wider foot gives greater grip those with this / thesefeature(s) pass on alleles /genes to offspring leading topopulation of broad squatlimpetsallow converse for shelteredshore throughout, if clearlystated1719
MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2)QuestionAnswers08.1less sweating so less water loss1(as) no / little water available indesert1(fat store) can be metabolised /respired to water1(little urine ) conserve water1(hard mouth) not damaged byspines on plants / on foodornot damaged by hard / dry food108.208.308.4dromedary / C.dromedariusand bactrian / C. bactrianusbecausesame genusExtra informationno mark for the names, but mustbe identifiedthe fossil record oldest fossils in N. Americaornewer fossils in S. America /in Asia / in Africa chemical / DNA analysis ofliving speciesallow numbers for ages (45 Myaand 3 Mya / 6 Mya)allow radioactive dating offossils20AO /Spec. Ref./ ignore ‘both are Camelus’any two from: Mark
MARK SCHEME – GCSE BI
examination paper. . 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. . MARK SCHEME – GCSE BIOLOGY – 8461/2H – SPECIMEN (SET 2) 01.6 any two from:
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GCSE BIOLOGY 8461/2H - PAPER 2 HIGHER TIER. Mark scheme : 8461 ; June 2018 . Version/Stage: 1.1 Final . . 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 .
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GCSE BIOLOGY Exam board & title AQA GCSE Biology (AQA 8461) Paper and options Paper 1B-1hr 45 mins Paper 2B-1hr 45 mins Two tiers: Foundation (grades 1 to 5); Higher (grades 4-9) Paper 1- 50% Topic 1- Key concepts in biology Topic 2- Cells and control Topic 3-Genetics Topic 4- Natural selection and genetic modification
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