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Edexcel GCE
Biology (Salters-Nuffield) (Pilot)
8048/9048
Summer 2006
Mark Schemes
Biology (Salters-Nuffield) (Pilot)
Edexcel GCE
8048/9048
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Summer 2006
Publications Code UA 017718
All the material in this publication is copyright
© Edexcel Ltd 2006
Contents
General Introduction p ii
General Information p iii
Mark Schemes
Mark schemes are prepared by the Principal Examiners and revised, together with the relevant
questions, by a panel of senior examiners and subject teachers. The schemes are further
amended at the Standardisation meetings attended by all examiners. The Standardisation
meeting ensures as far as possible that the mark scheme covers the candidates' actual
responses to questions and that every examiner understands and applies it in the same way.
The schemes in this document are the final mark schemes used by the examiners in this
examination and include the amendments made at the meeting. They do not include any
details of the discussions that took place in the meeting, nor do they include all of the possible
alternative answers or equivalent statements that were considered to be worthy of credit.
It is emphasised that these mark schemes are working documents that apply to these papers in
this examination. Every effort is made to ensure a consistent approach to marking from one
examination to another but each marking point has to be judged in the context of the
candidates' responses and in relation to the other questions in the paper. It should not be
assumed that future mark schemes will adopt exactly the same marking points as this one.
Edexcel cannot under any circumstances discuss or comment informally on the marking of
individual scripts. Any enquiries about the marks awarded to individual candidates can be
dealt with only through the official Enquiry about Results procedure.
This Mark Scheme covers the unit offered in this examination for Advanced Subsidiary Biology
(Salters-Nuffield) (Pilot) 6131. The units available for the complete qualifications, Advanced
Subsidiary and Advanced, are listed in the table below.
The following symbols are used in the mark schemes for all questions:
If a candidate has crossed out an answer and written new text, the crossed out work can be
ignored. If the candidate has crossed out work but written no new text, the crossed out work for
that question or part question should be marked, as far as it is possible to do so.
In general, an error made in an early part of a question is penalised when it occurs but not
subsequently. The candidate is penalised once only and can gain credit in later parts of the
question by correct reasoning from the earlier incorrect answer.
No marks are awarded specifically for quality of language in the written papers, except for the
essays in the synoptic paper. Use of English is however taken into account as follows:
• the spelling of technical terms must be sufficiently correct for the answer to be unambiguous
e.g. for amylase, ‘ammalase’ is acceptable whereas ‘amylose’ is not
e.g. for glycogen, ‘glicojen’ is acceptable whereas ‘glucagen’ is not
e.g. for ileum, ‘illeum’ is acceptable whereas ‘ilium’ is not
e.g. for mitosis, ‘mytosis’ is acceptable whereas ‘meitosis’ is not
• candidates must make their meaning clear to the examiner to gain the mark.
(ii) glycosidic ;
1 mark
(iii) water ;
1 mark
Total 6 marks
(a) protein;
3. lipid soluble/non-polar/hydrophobic ;
[Accept uncharged]
2 marks
(ii) active transport requires energy / ATP, facilitated transport does not /
active transport moves molecules against a concentration gradient,
facilitated diffusion allows molecules to move down a
concentration gradient / eq ;
1 mark
Total 7 marks
1. white blood cells move into wall (of artery) / inflammatory response ;
2. avoid smoking ;
7. more exercise ;
thromboplastin
prothrombin
fibrinogen
fibrin
[Credit one mark for each two correct answers rounded down]
3 marks
Total 9 marks
(ii) uracil ;
1 mark
(iii) phosphate ;
1 mark
Total 7 marks
3 marks
Total 9 marks
(a) (i)
O
C N
H;
1 mark
(ii) peptide ;
1 mark
Reject peptide
2 marks
2 marks
Total 10 marks
1. ventricles contract ;
Total 12 marks
Starch Cellulose
3 ±
Molecule with branches
attached by 1-6 linkages
± 3
Molecules always long
and straight
3 ±
Formed from
α glucose molecules
± 3
Form microfibrils by
hydrogen bonding
± 3
Major component of plant
cell walls
3 ±
Stored in amylopasts
Total 5 marks
Meiosis ;
Halved / ½ ;
Random(ly) / independently ;
Acrosome ;
Zygote ;
Mitosis ;
Total 7 marks
v Vacuole ;
vi Centriole ;
5 marks
2 marks
2. (prokaryotic cell) has circular chromosome (whereas eukaryotic cell has linear
ones) / (prokaryotic cell) has single chromosome whereas eukaryotic cells have
{many / several}) ;
4. (prokaryotic cells) can have {plasmids / pili / slime} capsule (eukaryotic cells do
not) ;
[Reject flagellum]
Total 9 marks
Total 6 marks
[N.B. candidates are not expected to know about how individual species are dispersed
but only about adaptations for dispersal in general therefore examples of methods of
dispersal need not refer specifically to pine, hazel or oak]
3 marks
1. the idea that the seeds of a single tree are only carried a short distance, for
example, one squirrel is not going to carry an acorn more than a few 100
metres ;
2. therefore it will take many generations to cover the distance (750 km) ;
2. there is only limited amount of long term data used to produce them /eq /
older records may have been made with inadequate equipment ;
Total 11 marks
2 marks
3. record mass needed to break fibre or record force (if a newton meter used) ;
2 marks
Total 8 marks
(a) (i) Any unambiguous attempt to label the outermost layer (inside the bark) ;
1 mark
(ii) 1999 ;
[Accept 2001 if the candidate has incorrectly labelled the centre as 2003 or 2002 if the
previous ring inside has been labelled 2003]
1 mark
2. specific reference to the fact that the correlation is not a perfect one ;
3. C neutrality explained ;
(no net increase of CO2 or CO2 taken up or by CO2 release)
3 marks
Total 12 marks
2 marks
5. (phase II) drug tested on small groups of (volunteer) {patients / people} who
already have the disease ;
6. (phase III) {larger / 1000 to 3000 group of} {patients / people} who already
have the disease ;
[Accept if no reference to phase I and II]
7. placed randomly in two groups one to receive treatment the other not /
as control ;
8. one group given medical product the other a placebo / dummy treatment /
no active ingredient ;
9. (double blind test) neither patients nor doctors know who has the
active compound ;
2 marks
4. Developing stem cell technology could lead to cures for other conditions ;
[Level marking award points 1-4 to a max 2 marks and point 5 for the 3rd mark]
against:
3. Research using non-embryonic stems could make use of embryonic stem cells
unnecessary ;
4. Could be unforeseen side effects for the woman / any children she has /
correct reference to gene line /
might lead to even more ethically questionable practices ;
[Level marking award points 1-4 to a max 2 marks and point 5 for the 3rd mark]
[A candidate who does not express a position can only be awarded a maximum of two marks
unless he or she has deliberately chosen and attempted to justify an undecided position
supported by an argument that the ethical issues are so finely balanced that he or she would
not like to come down on either side]
3 marks
Total 12 marks
1. Repeat ;
4. Standardize procedure ;
2 marks
Total 6 marks
2. Suggestion as to how an error was made which was one way (and constant) (e.g.
dirty cuvettes giving absorbance where there should be none /
stopclock inaccuracy / end point judgment problems /
undercounting heart rate because of speed etc.) ;
(b) Appropriate data presentation method clearly stated (line / bar / histogram) ;
1. ….with reasons ;
2. Errors shown ;
3. Axes described ;
4. Justified ;
5. Scale justified ;
7. Justified ;
Total 7 marks
Total 7 marks
(of a) gene ;
2 marks
2. Succession stops ;
2 marks
Total 6 marks
= 5642 ;
Or: 2042;
NPP=(GPP – R)/GPP=NPP + R;
1 mark
14.6% ;
Nitrogenous waste / eq ;
2 marks
Total 12 marks
1. Increased use ;
2. More bacteria exposed ;
3. Reference to mutation ;
4. Reference to plasmids ;
5. Reference to conjugation / sexual reproduction ;
6. Reference to genetic variation / existence of different genes ;
7. Reference to selection by the antibiotic ;
8. Description of selection ;
9. Reference to resistance gene passed to offspring ;
10. Selected organisms become more common ;
11/12.Reference to graphs ; ;
6 marks
Total 11 marks
1. Engulfed / endocytosis ;
2. Digested / eq ;
1. Reference to APC ;
2. Reference to cytokines ;
7. Prevents TB ;
3 marks
2. Reduced response ;
2. In T helper cells ;
3. Reference to control ;
2 marks
4. More phagocytosis ;
Total 12 marks
(b) Tissue / eq ;
1. Dental records ;
2. Face / recognition / eq ;
3. Normal fingerprints ;
4. Personal artefacts ;
2 marks
Total 9 marks
(b) (i) Source of protein / source of energy / reference to protein synthesis / growth /
few suitable alternative protein sources / reference to economic significance ;
1 mark
1. Smaller catch ;
3. So unexpected effects ;
4. Elsewhere;
Total 10 marks
(ii) A - Glycolysis
B - Krebs cycle / TCA cycle
1 mark
6. (Reactions) release energy (for synthesis of ATP) / correct ref. to chemiosmotic theory ;
Total 7 marks
1. Multifactorial ;
Total 4 marks
Total 12 marks
3. Reference to chemoreceptors / eq ;
Total 7 marks
2. Dose of drug ;
(iii) Reference to control / allows the effect of the drug alone to be measured / ref. to
psychological effect of placebo / eq ;
1 mark
(c) Against:
OR
for:
Total 10 marks
2. Adrenaline released ;
3. Increases sweat production / above 37 ◦C sweating is only effective way to cool / eq;
3. Those Inuit with short stocky bodies have more chance of surviving to
reproduce and pass on {genes / alleles} to their offspring ;
2 marks
2. Mutant {gene / allele} responsible for porcine stress syndrome was identified / eq ;
3. Human {gene / allele} identified through similarity to the pig {gene / allele} ;
2 marks
5. Evidence that lizards have an improved survival rate from bacterial infections
in a warm environment than a cold environment ;
Total 20 marks
3 marks
2. {Spirometer / similar suitable apparatus e.g. bell jar with water} to measure volume
;
2 marks
1. decreases ;
2. Giving up prolongs life / reduces risk from death by COPD / postpones disability ;
3. Use of figures e.g. giving up at 50 may prolong someone’s life by 25-30 years /
appropriate use of figure 3 e.g. reduced rates of cancer in passive smoking ;
2 marks
1. The more cigarettes smoked per day (by the partners) the fewer women
took part (in the first place) / converse;
2. The number of women taking part reduced during the study (high drop-out rate) ;
4. The more (cigarettes per day) the partners smoked and the {lower / little change} in
the incidence of {smoking-related diseases / heart disease /stroke (but not cancer)}
in the women ;
2 marks
1. The differences between the people exposed to passive smoking and those who
were not could be explained by chance / less than 95% confidence ;
1. This experiment does not show what happens when a lot of people are smoking in
a confined space where the level of passive smoking could be much higher (than in a
smoker's home) ;
3. How do we know they were not the ones who died of passive smoking / sample size
reduced therefore figures less and less reliable (as study progresses) ;
4. The sample size may not have been big enough (adequate to provide enough
evidence) ;
5. The increase in cancer in the case of women who lived with heavy smokers /
39 per day might well be significant / invites further investigation ;
7. There are many other studies which show the opposite point of view / eq ;
2 marks
Total 20 marks
The examples identified should be selected from more than one topic of the A level specification,
ideally making reference to most areas that might realistically be covered from both AS and A2
topics.
Examples need to be relevant to the question asked and need to address all parts of the question
asked in order to receive maximum marks.
The Biological examples chosen should be factually correct and explained with some depth, which
demonstrates a sound understanding of the relevant principles covered.
This will involve candidates writing a balanced essay that successfully addresses the key issues of the
question asked.
This could also include demonstrating an ability to weigh up advantages and disadvantages, risks and
benefits of the biological examples chosen; or an appreciation of the implications of the applications
of the biological principles discussed.
4 marks: A truly synoptic essay, which links together information from different parts of the
specification in a coherent and logical style (introduction, conclusion, good use of paragraphs
and well illustrated by examples). Good spelling, punctuation, grammar and sound use of
technical terminology.
3 marks: Good logical structure with good spelling, punctuation, grammar and sound use of technical
terminology, but tends to be collection of information which, although relevant, is likely to be
disjointed and only partially attempts to synthesise information.
2 marks: A reasonably coherent account that includes satisfactory spelling, punctuation and grammar,
which tends to be a disjointed collection of information with little or no attempt to link ideas
together.
1 mark: Some relevant information is presented in an intelligible way using correctly formulated
simple sentences.
0 marks: The use of English is not adequate to convey scientific information beyond naming a list of
examples.
One of the unique features of living material is the ability to maintain (or even increase) their own energy content, in contrast to the tendency
of dead organic matter to lose energy as a result of the biological, chemical and physical processes in their environment.
“All life depends on light and chemical energy.” Discuss the processes involved in the flow of energy in ecosystems and their importance
in maintaining life.
Making it clear what is meant by chemical energy in this context – (potential / biologically available) energy stored in (organic molecules)
C2
such as {sugars / carbohydrates / lipids / proteins}
C3 When respiration takes place these molecules are broken down into smaller ones and the stored chemical energy is released
Living {organisms/cells} are regarded as ‘living’ because they display (most or all of) a range of features all of which require energy [note
C4
actual examples are credited in B8b]
Reference to thermodynamics / entropy – all systems tend towards the lowest potential energy level – in living systems continual energy
C5
input is required to oppose this (but physics always kills you in the end!)
C6 Chemosynthetic autotrophs offer an exception to the principle that all food chains start with light
C9 Energy cannot be created or destroyed only transferred from one form to the other e.g. light to chemical energy in photosynthesis
Details of how the light dependent and light independent reactions are linked / reference to ATP and reduced NADP from light reaction
C10 enabling light independent reaction / photosynthesis is a reductive process
D: Coherence, clarity and expression of the answer: maximum of 4 marks
This strand will award students for style of their answer and is quite distinct from mentioning the big ideas (C). It is not what candidates say but
how they say it.
A truly synoptic essay, which links together information from different parts of the specification in a coherent and logical style
4 marks (introduction, conclusion, good use of paragraphs and well illustrated by examples). Good spelling, punctuation, grammar and sound use
of technical terminology.
Good logical structure with good spelling, punctuation, grammar and sound use of technical terminology, but tends to be collection of
3 marks
information which, although relevant, is likely to be disjointed and only partially attempts to synthesise information.
A reasonably coherent account that includes satisfactory spelling, punctuation and grammar, which tends to be a disjointed collection of
2 marks
information with little or no attempt to link ideas together.
1 mark Some relevant information is presented in an intelligible way using correctly formulated simple sentences.
0 marks The use of English is not adequate to convey scientific information beyond naming a list of examples.
Cell theory states that “the basic unit of structure and function in living organisms is the cell”. All living cells are surrounded by a cell
membrane and eukaryotic cells also depend on internal cell membranes”
”All cellular life depends on membranes.” Describe and discuss the structure and importance of cell membranes.
A: Up to 6 marks available B: Up to 8 marks available
(Phospho)lipid bilayer Phospholipid has (one glycerol) two fatty acids and one
A1 B1a phosphate (may be in form of diagram)
Heads hydrophilic tails hydrophobic causes orientation in lipid
B1b bilayer
Provides boundary (adhesive cell / organelle)
A2 B2
Role of proteins B3a Reference to shape giving specificity / tertiary structure and
A3 specificity
B3b Reference to carrier in membrane able to select ions /
molecules and transport through membrane / reference to
protein channels as selective pathways through membranes
B3c Enzymes can be embedded in the membrane
C5 Maintaining the membrane as an interactive boundary requires continuous ATP / energy expenditure/ respiration.
Aerobic respiration would be impossible without inner mitochondrial membranes and energy is essential for life (anaerobic respiration does
C6
not yield enough energy to support the more sophisticated types of cell).
Membranes and compartmentalisation Membranes allow several complex processes to go on in cell at once - yet independently – e.g.
C7
respiration and protein synthesis.
Without membranes protein digesting enzymes could not be used inside a cell without the cell digesting itself so important processes like
C8 (example) the acrosome allowing a sperm nucleus to enter an ovum – and fertilisation – or (an alternative example) could not happen /
digestion in phagosomes in feeding of Amoeba / destruction of phagocytes by phagocytes could not happen.
C9 Viruses do not have a cell membrane and are incapable of independent life
C10 A cell is a level of organisation of organisms / tissues are groups of cells joined together
Good logical structure with good spelling, punctuation, grammar and sound use of technical terminology, but tends to be collection of
3 marks
information which, although relevant, is likely to be disjointed and only partially attempts to synthesise information.
A reasonably coherent account that includes satisfactory spelling, punctuation and grammar, which tends to be a disjointed collection of
2 marks
information with little or no attempt to link ideas together.
1 mark Some relevant information is presented in an intelligible way using correctly formulated simple sentences.
0 marks The use of English is not adequate to convey scientific information beyond naming a list of examples.