Version 1.0
AQA Level 1/2 Certificate
June 2013
Biology
8401/1
(Specification 8401)
Paper 1
Final
Mark Scheme
Mark schemes are prepared by the Principal Examiner 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 examiners 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 examiner
understands and applies it in the same correct way. As preparation for standardisation each
examiner 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,
examiners encounter unusual answers which have not been raised they are required to refer
these to the Principal Examiner.
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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,
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Mark Scheme –– AQA Level 1/2 Certificate in Biology – Paper 1 – 8401/1 – June 2013
MARK SCHEME
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 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
3.
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.
Marking points
3.1
Marking of lists
This applies to questions requiring a set number of responses, but for which
candidates 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.
3
Mark Scheme –– AQA Level 1/2 Certificate in Biology – Paper 1 – 8401/1 – June 2013
Example 1: What is the pH of an acidic solution? (1 mark)
Candidate
Response
1
2
3
green, 5
red*, 5
red*, 8
Marks
awarded
0
1
0
Example 2: Name two planets in the solar system. (2 marks)
Candidate
1
2
3.2
Response
Neptune, Mars, Moon
Neptune, Sun, Mars,
Moon
Marks awarded
1
0
Use of chemical symbols / formulae
If a candidate 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
Full marks can be given for a correct numerical answer, without any working
shown.
However, if the answer is incorrect, mark(s) can be gained by correct
substitution / working and this is shown in the ‘extra information’ column or by
each stage of a longer calculation.
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 are 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 e.c.f. 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 is used when the information given is irrelevant to the
question or not enough to gain the marking point. Any further correct
amplification could gain the marking point.
Do not allow means that this is a wrong answer which, even if the correct
answer is given, will still mean that the mark is not awarded.
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Mark Scheme –– AQA Level 1/2 Certificate in Biology – Paper 1 – 8401/1 – June 2013
4.
Quality of Written Communication and levels marking
In Question 9(b) candidates are required to produce extended written material in
English, and will be assessed on the quality of their written communication as well as
the standard of the scientific response.
Candidates will be required to:
• use good English
• organise information clearly
• use specialist vocabulary where appropriate.
The following general criteria should be used to assign marks to a level:
Level 1: basic
• Knowledge of basic information
• Simple understanding
• The answer is poorly organised, with almost no specialist terms and their use
demonstrating a general lack of understanding of their meaning, little or no detail
• The spelling, punctuation and grammar are very weak.
Level 2: clear
• Knowledge of accurate information
• Clear understanding
• The answer has some structure and organisation, use of specialist terms has
been attempted but not always accurately, some detail is given
• There is reasonable accuracy in spelling, punctuation and grammar, although
there may still be some errors.
Level 3: detailed
• Knowledge of accurate information appropriately contextualised
• Detailed understanding, supported by relevant evidence and examples
• Answer is coherent and in an organised, logical sequence, containing a wide
range of appropriate or relevant specialist terms used accurately.
• The answer shows almost faultless spelling, punctuation and grammar.
5
Mark Scheme –– AQA Level 1/2 Certificate in Biology – Paper 1 – 8401/1 – June 2013
Question 1
answers
1(a)(i)
1(a)(ii)
extra information
mark
A – (cell) wall
1
B - cytoplasm
1
C - plasmid
1
bacterium cell has cell wall / no
nucleus / no mitochondria /
plasmids present
accept its DNA / genetic material
is not enclosed / it has no nuclear
membrane
1
it = bacterium cell
accept converse for animal cell
ignore flagella
1(a)(iii)
1(b)
any one from:
•
chloroplast
•
(permanent) vacuole
1
ignore chlorophyll
1
(Long tail) moves the sperm /
allows the sperm to swim
towards the egg
allow correct reference to other
named parts of the female
reproductive system
1
(Mitochondria) release energy (for
movement / swimming)
allow supply / produce / provide
1
1
in respiration
Total
9
6
Mark Scheme –– AQA Level 1/2 Certificate in Biology – Paper 1 – 8401/1 – June 2013
Question 2
answers
2(a)
extra information
allow O2 / O2
oxygen
mark
1
do not accept O2 or O
2(b)(i)
light
1
2(b)(ii)
chlorophyll
1
2(b)(iii)
decrease
1
any three from:
3
2(c)
•
for respiration / energy
do not accept use energy for
photosynthesis
•
to make cellulose / starch
accept named carbohydrate other
than glucose
•
to make lipid / fat / oil
accept fatty acid / glycerol
•
to make protein
accept named protein / amino acid
/ named amino acid
•
to build big molecules from
small molecules / metabolism
if no other marks awarded for
making molecules allow
1 mark for growth / repair / new
cells
Total
7
7
Mark Scheme –– AQA Level 1/2 Certificate in Biology – Paper 1 – 8401/1 – June 2013
Question 3
answers
3(a)
3(b)(i)
3(b)(ii)
extra information
Sun / sunlight / light
accept radiation from the Sun /
solar energy
mark
1
2 (.0)
1
8 (.0)
1
3 layers of decreasing size as
they go up
1
labelled wheat grains, field mice,
red kites in correct order of food
chain
1
sizes correct (showing half on
each side)
allow ecf from 3(b)(i)
1
error ± half square
3(c)
any two from:
•
not all the field mice are
eaten
•
not all parts of eaten mice are
absorbed / some passed as
faeces (of red kite)
•
due to respiration (of red
kites) / production of CO2
2
allow reference to uric acid / urea /
urine (of red kite)
reference to waste / excretion
alone gains 1 mark
3(d)
any two from:
2
•
cannot find all wheat grains /
too many to count
•
field mice hiding / in
hedgerows
allow ref to hibernation / nests /
burrows
•
red kites / mice come and go
all the time
allow count an organism more
than once
Total
10
8
Mark Scheme –– AQA Level 1/2 Certificate in Biology – Paper 1 – 8401/1 – June 2013
Question 4
answers
4(a)
4(b)(i)
4(b)(ii)
extra information
mark
A - saliva(ry) gland
1
B - liver
1
C - duodenum
ignore small intestine
1
D - pancreas
accept phonetic spellings
1
any three from:
3
•
chewing / muscle contraction
/ mechanical digestion
allow churning
•
protease enzymes
allow pepsin / trypsin
•
in stomach / small intestine /
duodenum / from pancreas
•
(break down protein) into
amino acids
allow (poly)peptides
neutralises acid pH / makes
conditions alkaline
1
so lipase can work
1
emulsifies fat
1
to give large(r) surface area for
lipase / enzyme action
1
4(c)(i)
starch
ignore carbohydrate
1
4(c)(ii)
breakdown stops
allow slows down
1
because stomach produces /
contains acid / has low pH
1
and amylase cannot work in acid /
low pH
Total
accept amylase is denatured /
changes shape
1
15
9
Mark Scheme –– AQA Level 1/2 Certificate in Biology – Paper 1 – 8401/1 – June 2013
Question 5
answers
extra information
mark
5(a)(i)
cerebral cortex
accept cerebrum / cerebral
hemisphere
1
5(a)(ii)
MRI (scan)
allow CAT/ CT scan
do not accept MIR
1
or
5(b)(i)
electrode stimulation
allow electrical stimulation
sharp point stimulates (pain)
receptor (in the skin)
must be in correct order
1
to send (nerve) impulse
ignore information and messages
1
via sensory neurone
1
to spinal cord
do not accept spine, ignore CNS
1
crosses synapse
allow synapse in any correct
context
1
to other (relay) neurones / to brain do not accept motor neurone
1
allow explanation in a flow
diagram
5(b)(ii)
accept below the waist
damage must be between arms
and legs / below arms
1
1
since information from nerves in
arms still reaches the brain /
information from the legs doesn’t
reach the brain
Total
10
10
Mark Scheme –– AQA Level 1/2 Certificate in Biology – Paper 1 – 8401/1 – June 2013
Question 6
answers
6(a)(i)
6(a)(ii)
6(b)
extra information
(as a result of) uncontrolled /
abnormal growth / division of cells
ignore mutation
benign tumours do not invade /
spread to other tissues / do not
form secondary tumours
accept converse for malignant
via the blood / circulatory system
accept via lymphatic system
mark
1
allow cells dividing with no contact
inhibition
1
accept benign tumours do not
metastasise
6(c)(i)
1
ignore figures
incidence is increasing
1
more rapidly (over the years)
1
difference between rich and poor
areas is getting less
1
or
6(c)(ii)
the incidence is rising fastest in
people from poor areas
accept converse for people from
rich areas
risk factor is UV from sunlight
ignore ionising radiation
more UK citizens going abroad or
taking holidays in the Sun
1
1
or
poorer people can afford holidays
in the Sun
or
more poorer people are taking
holidays in the Sun
Total
8
11
Mark Scheme –– AQA Level 1/2 Certificate in Biology – Paper 1 – 8401/1 – June 2013
Question 7
answers
7(a)
7(b)(i)
extra information
any two from:
•
(microorganisms) produce
enzyme / amylase /
carbohydrase
•
to break down / digest starch
/ carbohydrate (in potato)
•
into sugars / glucose
•
which diffuse back into
microorganism
mark
2
accept decomposer / fungus /
bacterium / cell
(microorganisms)
(accept bacteria / fungi /
decomposers)
digest the potato (starch)
allow breakdown / feed on /
consume / decompose
1
do not accept eat
use starch / glucose /
carbohydrate for respiration
1
which releases carbon dioxide /
CO2 (into the atmosphere)
1
7(b)(ii)
ignore yes / no
up to 40 °C the potato took less
time to decay / the rate is faster
answers must be comparative
1
but at 50 °C it took longer / the
rate is slower
accept at a higher temperature /
above 40 °C
1
or
at 50 °C / a high(er) temperature
the enzymes have denatured
Total
7
12
Mark Scheme –– AQA Level 1/2 Certificate in Biology – Paper 1 – 8401/1 – June 2013
Question 8
answers
8(a)(i)
extra information
mark
correct parental genotypes
(man BB and woman bb)
1
all offspring Bb
1
Woman
b
b
B
Bb
Bb
B
Bb
Bb
ignore ‘brown’ or ‘brown eyes’ on
diagram
Man
8(a)(ii)
they have one B / dominant allele
/ heterozygous
1
or
B / brown allele / dominant allele
is expressed even if only on one
chromosome
8(b)
can be shown in a diagram
correct parental genotypes (both
Bb)
can be shown as gametes
1
correct derivation of offspring
genotypes from gametes
allow correct derivation from
wrong gametes
1
bb identified as blue-eyed
1
Total
6
13
Mark Scheme –– AQA Level 1/2 Certificate in Biology – Paper 1 – 8401/1 – June 2013
Question 9
answers
9(a)
9(b)
0 marks
No
relevant
content.
extra information
any two from:
2
•
fewer trees to take in carbon dioxide
for photosynthesis
•
decomposers / microorganisms
respire (as they decay debris)
releasing carbon dioxide
•
burning of wood releases carbon
dioxide
allow carbon dioxide
released by burning fossil
fuels in vehicles /
factories
Marks awarded for this answer will be determined by the Quality of
Communication (QC) as well as the standard of the scientific
response. Examiners should also refer to the information on page 5,
and apply a ‘best-fit’ approach to the marking.
Level 1 (1–2 marks)
There is a brief
description of some
steps in the process but
the order is not clear
with little biological
vocabulary used.
mark
6
Level 2 (3–4 marks)
Level 3 (5–6 marks)
There is a reasonably
clear description of the
process involving many
of the steps and using
some biological
vocabulary.
There is a clear, logical
and detailed scientific
description of the
process using
appropriate biological
vocabulary.
examples of biology points made in the response:
•
this contains mineral ions (and organic matter)
•
this increases growth of algae / water plants
•
the plants / algae (underneath) die
•
due to lack of light / photosynthesis / space
•
decomposers / microorganisms feed on decaying
matter or multiply rapidly
•
the respiration of decomposers uses up all the oxygen
•
so invertebrates die due to lack of oxygen
•
this is called eutrophication
Total
8
14
Mark Scheme –– AQA Level 1/2 Certificate in Biology – Paper 1 – 8401/1 – June 2013
Question 10
answers
10(a)(i)
10(a)(ii)
10(a)(iii)
extra information
decrease
1
rate of decrease slows
1
any one from:
1
•
more use of disinfectant
•
more use of hand washing
•
more careful / more often
cleaning of patient facilities
•
raised awareness / education
about hygiene
allow any reasonable increase in
hygiene or sterilisation precautions
Explanation:
stops / reduces the bacteria being
transferred / spreading
1
800-500 / 800 x 100 =
1
37.5 (%)
10(a)(iv)
10(b)
mark
correct answer with or without
working gains 2 marks
any one from:
•
numbers quite low now so
hard to reduce further
•
was a big campaign / much
publicity (in 2009) so more
people already doing it
•
hygiene / cleaning now good
so hard to improve
•
hospitals short of money so
less staff to clean
1
1
do not accept overuse caused
mutation
mutation occurred giving
resistance (to methicillin)
1
resistant bacteria not able to be
treated / not killed
1
these bacteria multiplied /
reproduced / spread quickly
1
Total
10
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