GCE

BIOLOGY

BIOL2 The variety of living organisms

Report on the Examination
2410
June 2013
Version: 1.0

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REPORT ON THE EXAMINATION GCE BIOLOGY BIOL2 JUNE 2013

General Comments
The paper produced a wide range of marks and proved to be accessible across the full ability
range. There were some truly outstanding responses at the top of the ability range which conveyed
an excellent grasp of subject knowledge and the ability to apply this to unfamiliar contexts.
Similarly, responses to questions incorporating How Science Works skills were highly specific to
what was actually being asked. However, at the other end of the scale, it was clear that some
students were ill-prepared for this examination. They struggled with basic recall and found
questions that required application of knowledge demanding. There was also evidence of a failure
to read questions with sufficient care and going no further than to simply repeat the information
given in question stems. This was most notable in Questions 1(a)(ii), 3(a)(ii), 6(e), 7(c)(i), 8(a),
9(e), 9(g) and 9(j). Unfortunately, weaker responses to questions incorporating How Science
Works skills often contained stock phrases, which did not answer the specific question set.
In Question 8(a), it was disappointing to see that many students wasted time in describing the
movement of water into the root hair and across the cortex, rather than starting their answer at the
endodermis. Similarly, in Question 9(e), many students did not use the data provided and simply
stated the converse of information already given in the question stem. As in the previous series,
very few students were able to interpret standard deviations. However, it was pleasing to see that
topics such as genetic diversity, DNA replication, mitosis and biodiversity were generally
understood well across the full ability range. There were also some common misconceptions seen
throughout the paper, which have been described in relation to the appropriate questions.
Question 1
Given that this question was targeted at grade E, it is surprising that all parts proved to be good
discriminators.
(a) (i) Over three-quarters of students gained full marks. The most common incorrect response
was centriole.
(a) (ii) Most students gained at least one mark for stating that the centromere attaches
chromosomes to the spindle. However, the ability to tell the rest of the story, in terms of allowing
the chromatids to be separated, discriminated well. Unfortunately, some students failed to read the
question stem carefully enough. They instead described the role of the centromere in allowing
homologous chromosomes to be separated during meiosis.
(a) (iii) Many students were aware that homologous chromosomes carry different alleles.
However, some failed to score through a lack of detail or poor expression. They typically
mentioned maternal and paternal chromosomes, crossing over of alleles or thought that the
sequence of genes on each homologous chromosome is different.
(b) (i) It was disappointing that sixty percent of students failed to score. This was usually for simply
repeating information from the question stem, in terms of the cell having finished cell division.
However, some students did not appreciate that an explanation was required. They simply stated
that the chromosomes in Figure 2 lack a centromere. Only the best responses mentioned that the
chromosomes had not replicated, or had separated.
(b) (ii) Just over half of students gained full marks. However, it was disappointing that nearly onethird failed to score. A vast range of incorrect responses was seen, in relation to the number of
chromosomes drawn in the cell. It was evident that some students did not realise that meiosis

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produces haploid cells. Similarly, some students drew chromosomes consisting of two chromatids
joined by a centromere.
(b) (iii) Most students gained this mark for crossing over or genetic recombination. The most
common response that failed to score was random fertilisation.
Question 2
This question was targeted at grade E. It is again surprising that all parts proved to be good
discriminators.
(a) Two-thirds of students gained full marks. This was usually for mentioning that organisms of
the same species can produce fertile offspring. However, some students failed to gain the mark for
replacing the word fertile with viable.
(b) (i) Seventy percent of students correctly calculated the index of diversity within the range of
6.97 to 7. Of the other thirty percent, most gained one mark for calculating a correct numerator or
denominator.
(b) (ii) Nearly all students gained at least one mark, typically for fewer habitats. Similarly,
reference to pesticides or machinery decreasing species diversity was common. Compared with
the previous series, it was pleasing to see a greater percentage of students refer to less food
sources or less variety of food, rather than simply less food. Relatively few students linked
clearing the forest to a reduction in the number of plant species.
Question 3
Parts (a)(i), (a)(ii) and (b)(i) proved to be good discriminators.
(a) (i) One-third of students were aware that a hierarchy contains groups within groups, with no
overlap. However, the no overlap concept was often missed. Similarly, it was disappointing that
nearly forty percent of students failed to score, considering that a simple definition from the
specification was required. Weaker responses often referred to the idea of ranking, dominance or
importance. There were also some very confused responses, which focused on predators and
prey in the context of a pyramid of numbers.
(a) (ii) Half of students were aware that a phylogenetic group is based on evolutionary links or
history. Students who failed to score often focused on one syllable of the word phylogenetic.
Consequently, the responses a group within a hierarchy and has similar genes were often seen.
(b) (i) Almost all students scored at least one mark for recognising that animal A has the least
number of differences in the amino acid sequence. However, the ability to go back one step and
relate this to a similar DNA sequence discriminated well. Weaker responses often lacked detail, eg
similar DNA and similar genes. Similarly, a minority referred to the amino acid base sequence
or thought that DNA is made of amino acids.
(b) (ii) Most students gained the mark for recognising that the amino acid sequences were
compared with humans or not with each other. Fewer mentioned that different amino acids may be
affected in each sequence. Similarly, responses that referred to the degeneracy of the genetic
code were rare. Weaker responses usually relied on vague, stock How Science Works phrases in
relation to possible flaws in the methodology. They usually referred to a lack of repeats, the

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inability to control certain variables or the absence of a control group. Again, a minority of students
confused DNA and protein structures.
(b) (iii) One-third of students were aware that all organisms respire, or that fewer organisms have
haemoglobin. Some were given benefit of the doubt in terms of haemoglobin structure varying
more due to the environment. This was accepted in terms of evolutionary change, rather than the
effects of pH or pCO2. Students who made a direct reference to these factors causing the
structure of haemoglobin to vary more did not gain credit. Weaker responses often stated that
haemoglobin would vary less than cytochrome c, or that cytochrome c was the same in all
organisms.
Question 4
(a) This proved to be a good discriminator. Most students were aware that DNA helicase
separates strands or breaks hydrogen bonds. However, only better responses went on to state
that this allows nucleotides to attach or the strands to act as templates. Unfortunately, poor
expression or a lack of precision let down some students. This was usually for DNA splitting, or
bases, rather than nucleotides, attaching.
(b) Just under half of students gained full credit.
(c) (i) This proved to be a good discriminator. A quarter of students scored full marks. Most were
aware that cytarabine has a similar structure to cytosine. However, weaker responses were often
vague regarding the subsequent effect of this, eg prevents DNA replication or inhibits helicase.
Similarly, there were many unqualified references to cytarabine acting as a competitive inhibitor. It
was only the best responses that suggested cytarabine may prevent base pairing, prevent the
formation of a new strand or act as an inhibitor of DNA polymerase.
(c) (ii) Just over seventy percent of students were aware that cancer cells divide faster than
healthy cells.
Question 5
(a) (i) Just over sixty percent of students could give one way in which antibiotics prevent cell
growth. This was usually for the idea of preventing cell wall formation or causing cell lysis. There
were very few references to inhibiting ribosomes or protein synthesis. Students who failed to score
often gave vague responses about immunity, enzyme inhibition and mitosis.
(a) (ii) Just over sixty percent of students related vertical gene transmission to cell division or
reproduction. Unfortunately, some could not be awarded this mark because they wrote that
bacteria divide by mitosis. Responses that failed to score usually lacked detail or were out of
context, eg resistance is passed on genetically and genes are passed on when the host
reproduces.
(b) Two-thirds of students were aware of the need for a representative sample or that there could
be different types of the bacterium. Again, weaker responses usually lacked detail, eg because
you want to kill the bacteria and because this is the hospital being studied.
(c) Most students were aware that hypochlorite produced the highest mean diameter of clear
zone. However, the ability to interpret standard deviations correctly proved to be an excellent
discriminator. Weaker responses usually went no further than to state that hypochlorite was the
most effective due to it having the highest standard deviation. It was only the best responses that
appreciated the importance of the overlap of standard deviations between hypochlorite and
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chlorhexidine. Similarly, they usually went on to explain the significance of this in terms of the
difference in results not being significant or being due to chance.
(d) Half of students gained at least one mark, usually for the idea that resistance is due to a gene
or an allele. Students who failed to score often gave answers that lacked detail or were out of
context, eg different hospitals have different strains and it has a gene for immunity.
Question 6
(a) This proved to be a good discriminator. Half of students gained at least two marks and a wide
range of incorrect answers were seen. However, it was evident that many students did not know
that proteins contain nitrogen or that polymers are formed by condensation reactions.
(b) Most students gave the correct answer of 16.
(c) Many students were aware that fetal haemoglobin has a higher affinity for oxygen than adult
haemoglobin. However, the ability to link this to partial pressure of oxygen discriminated well. Very
few students directly stated that oxygen moves from mother to fetus.
(d) Many students were aware that adult haemoglobin has a lower affinity for oxygen. However,
the ability to link this to respiring cells, tissues or muscles proved to be a good discriminator.
(e) It was disappointing that only a quarter of students gained this mark. Many simply repeated
the question stem and stated that adult haemoglobin is also produced. Only the best responses
conveyed the idea of enough, or that the curves are similar.
Question 7
(a) Two-thirds of students gained at least two marks. This was usually for mentioning that the
population was formed by a small number of people, leading to less genetic diversity. However,
the ability to express less genetic diversity discriminated well. Better responses conveyed the
idea of less variety of alleles, rather than simply less alleles. Many students linked the religious
beliefs of the Amish to only marrying within their population. However, this was not always taken
further in terms of reproduction. Similarly, it was obvious that many students are confused
regarding the terms inbreeding and interbreeding. It should be noted that these terms are not
given in the specification for this unit and were not needed for this marking point. This said, it was
not unusual to read that the Amish would reproduce within their group and then find this qualified
as interbreeding. The misconception that inbreeding causes mutations was also seen. The ability
to express coherently the idea of a higher probability of inheriting the allele also discriminated well.
Weaker responses usually fell into one of two camps. Some referred to a higher probability of
inheriting the gene or disease. Others simply referred to a higher number of individuals having this
allele.
(b) Nearly all students gave the correct answer of 250,000.
(c) (i) One-third of students gained at least one mark. This question required students to apply the
principle that three bases code for one amino acid to an unfamiliar context. However, other
creditworthy approaches were used to explain why the faulty protein has one amino acid missing.
This said, many students simply defined the term mutation or repeated information given in the
question stem. Consequently, there were many references to a change in the base sequence or
amino acid sequence. Only the best responses mentioned a loss of bases. Students who took a
different approach fell into one of two camps. Some suggested that a stop codon had formed for
one mark. However, it was rare to see this related to the final amino acid of the protein. Similarly,
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others were clearly aware of introns but rarely mentioned that three bases may form an intron.
Unfortunately, a minority of students provided a good response to (c) (ii) for this question part.
(c) (ii) One-third of students gained full marks. Many were aware that the protein produced could
be faulty or non-functional. However, the ability to explain this in terms of a change in tertiary
structure or active site discriminated well. Unfortunately, some students went no further than to
state that the protein would have a different primary structure. This was given in the question stem
and therefore not credited.
Question 8
(a) This proved to be a good discriminator. Just over sixty percent of students scored at least half
marks. However, many students failed to read the question stem carefully enough. Consequently,
they spent too much time describing the movement of water into the root hair and across the cortex
towards the endodermis. Most students were aware of the roles of transpiration and cohesion in
moving water molecules up the xylem. Similarly, there were many references to the role of the
Casparian strip in controlling water movement into the xylem. However, some incorrectly stated
that it blocked the symplast pathway. Active transport of ions or salts into the xylem was often
mentioned by the students scoring highly on this question. They usually then went on to describe
the lower water potential in the xylem. Two misconceptions that were seen related to sugars
moving into the xylem and cohesion pushing water up the xylem. Very few students mentioned
adhesion or conveyed the idea of a continuous water column.
(b) This proved to be a good discriminator. One-third of students used the correct formula and
generally had little difficulty in gaining both marks. Of the remaining two-thirds, most obtained one
mark for using the correct numerator or denominator.
(c) Most students gained at least one mark. This was usually for the idea of maintaining a
concentration or diffusion gradient. Surprisingly, relatively few students appreciated that
abdominal pumping would result in more air entering, or that air would enter quicker. Many simply
stated that air was forced in.
(d) Most students gained this mark by referring to a large surface area to volume ratio. Relatively
few mentioned a short diffusion distance. Unfortunately, a minority of students suggested that a
small size provides a small surface area to volume ratio.
(e) Different interpretations of the graph resulted in most students obtaining a correct answer. A
common incorrect response was 5. This was due to students incorrectly measuring the time
between the spiracles opening as 12 seconds.
(f) Most students appreciated that an insect opens its spiracles at a lower frequency in dry
conditions and that this reduces water loss.
(g) It was disappointing that only one-fifth of students obtained this mark. Correct responses
usually always mentioned that gases move faster in air than in water. Relatively few mentioned an
increase in the volume of air but instead mentioned an increase in the concentration of oxygen.
Similarly, references to surface area were often in the wrong context. They suggested that the
surface area of the tracheoles increased, rather than the surface area of the tracheoles exposed to
air.

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Question 9
(a) Most students scored at least one mark. This was usually for suggesting that the age or
species of snake should be kept constant. Weaker responses were often vague and referred to
the environment or health of the snakes.
(b) Nearly all students gained this mark for the idea of reducing bias. Weaker responses usually
repeated information given in the question stem or contained stock How Science Works phrases.
References to random results, increased accuracy, increased reliability and the need for a fair test
were common.
(c) Just over forty percent of students were aware that using different male snakes for each trial
would provide a more representative sample, minimise changes to future courtship behaviour or
cause less distress to the snakes. Weaker responses usually referred to increased reliability,
increased sample size, calculation of a mean, identifying anomalies and finding out if the results
are due to chance.
(d) Just under half of students gained this mark for stating that filter paper without lipids would act
as a suitable control. Responses that failed to score often mentioned using lipids from male
snakes or from other snakes. A minority of students referred to using plastic snakes or a placebo.
(e) It was disappointing that only one-quarter of students scored at least one mark. Many simply
stated the converse of information given in the question stem. Consequently, the response the
snakes showed less courtship behaviour towards short female snakes was widespread. It was
only the very best responses, which noted that courtship behaviour to whole snakes was similar to
that of lipids alone. However, relatively few then went on to explain this observation in terms of the
snakes responding to lipids, rather than whole snakes or visual clues. Some students simply
stated that long females must be more fertile.
(f) Nearly one-third of students gained two marks. This was usually for the idea that longer
female snakes would be better at protecting their young or produce longer offspring. Very few
students mentioned that longer female snakes may be more sexually mature or have more food
stores for offspring.
(g) Just over forty percent of students gained full marks. Many students were aware that long
females produce more fatty acids or mentioned the positive correlation. However, relatively few
directly stated that the snakes respond to fatty acids. Some students simply repeated information
in the question stem and linked longer females to greater courtship behaviour.
(h) Over half of students gained full credit for mentioning drawing a line of best fit and
extrapolating from, or extending, this line. A minority of students suggested drawing a line up from
75 cm, or working out a value based on the data given.
(i) It is disappointing that many students failed to score. There were many vague comments about
the results varying and the line of best fit being an estimate. However, better responses went
further in terms of the results varying for a particular body size, or noting that values overlapped.
Similarly, some students noticed that the data may plateau or reach a maximum after 75 cm. This
was also credited.
(j) It was disappointing that many students failed to score. Some referred to lipids, rather than
fatty acids. However, many did not use the information provided in the question stem. They

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typically stated that courtship is species-specific, or that male snakes are only attracted to certain
colours, banding patterns or smells.

Mark Ranges and Award of Grades

Grade boundaries and cumulative percentage grades are available on the Results Statistics
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