AS

Biology
Paper 7401/2
Mark scheme

7401
June 2016

Version: 1.0 Final

Mark schemes are prepared by the Lead Assessment Writer 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 associates 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 associate understands and applies it in the same
correct way. As preparation for standardisation each associate 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, associates encounter unusual answers which have not been
raised they are required to refer these to the Lead Assessment Writer.

It must be stressed that a mark scheme is a working document, in many cases further 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, depending on the content of a particular
examination paper.

Further copies of this mark scheme are available from aqa.org.uk

Copyright © 2016 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 this
booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any
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 MARK SCHEME – AS LEVEL BIOLOGY – 7401/2R – JUNE 2016

Mark scheme instructions 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 in the ‘Comments’ column 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
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 the same mark are indicated by the use of OR.
Different terms in the mark scheme are shown by a / ; eg allow smooth / free
movement.

3. Marking points
3.1 Marking of lists
This applies to questions requiring a set number of responses, but for which
students 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
errors / contradictions equals or exceeds the number of marks available for the
question, no marks can be awarded.
However, responses considered to be neutral (often prefaced by ‘Ignore’ in the
‘Comments’ column of the mark scheme) are not penalised.

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3.2 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 usually be gained by correct
substitution / working and this is shown in the ‘Comments’ column or by each stage
of a longer calculation.

3.3 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.

3.4 Errors carried forward, consequential marking and arithmetic errors

Allowances for errors carried forward are most likely to be restricted to calculation
questions and should be shown by the abbreviation ECF or consequential in the
mark scheme.
An arithmetic error should be penalised for one mark only unless otherwise
amplified in the mark scheme. Arithmetic errors may arise from a slip in a
calculation or from an incorrect transfer of a numerical value from data given in a
question.

3.5 Phonetic spelling

The phonetic spelling of correct scientific terminology should be credited unless
there is a possible confusion with another technical term.

3.6 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.

3.7 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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Question Marking Guidance Mark Comments

1 Accept: membrane
01.1 Dipeptidase/s;
bound dipeptidase/s.

1. Endopeptidases hydrolyse internal (peptide

01.2 2 1. Accept: break for
bonds) hydrolyse.
OR
Exopeptidases remove amino 1. Accept:
acids/hydrolyse (bonds) at end(s); endopeptidases break
(proteins) into shorter
2. More ends or increase in surface area (for chains.
exopeptidases);

1. No/less ATP produced

01.3 3 Accept: converse for all
OR three points.
No active transport;
2. Accept: sodium (ions)
increase in cell.
2. Sodium (ions) not moved (into/out of cell);
2. Accept: sodium (ions)
cannot diffuse into cell.
3. No diffusion gradient for sodium (to move
Note: no active
into cell with amino acid)
transport of sodium
OR (ions) equals 2 marks.
No concentration gradient for sodium (to
move into cell with amino acid);

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Question Marking Guidance Mark Comments

02.1 Accept: mm-2 or cm-2.

Stomata per mm2 or cm2 1 Reject: per µm2 or µm-2.
OR Reject: the use of a solidus /
Number per mm2 or cm2; as being equivalent to per.
Ignore: ‘amount’.

02.2 1. Single/few layer(s) of cells; 2 1. Accept: more/too

many/overlapping.
2. So light can pass through;
1. ‘single layer’ without
reference to cells/tissue
should not be credited.

02.3 1. Distribution may not be uniform 2 1. Accept: more/fewer

stomata in different areas
OR
1. Ignore:
So it is a representative sample; anomalies/random/bias

2. To obtain a (reliable) mean; 2. Accept: ‘average’.

02.4 1. Hairs so ‘trap’ water vapour 2 max 1, 2 and 5. Accept:

and water potential gradient humid/moist air as ‘water
decreased; vapour’ but not
water/moisture on its own.
2. Stomata in pits/grooves so
1, 2 and 5. Accept: diffusion
‘trap’ water vapour and water
gradient as equivalent to
potential gradient decreased; water potential gradient.
3. Thick (cuticle/waxy) layer so 1, 2 and 5. Accept: less
increases diffusion distance; exposed to air as an
4. Waxy layer/cuticle so reduces alternative to water potential
gradient.
evaporation/transpiration.
6. Accept: spines/needles
5. Rolled/folded/curled leaves so so ‘reduce area’.
‘trap’ water vapour and water
potential gradient decreased;
6. Spines/needles so reduces
surface area to volume ratio;

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02.5 1. Water used for 2 max

support/turgidity;
2. Water used in photosynthesis;
3. Water used in hydrolysis;
4. Water produced during
respiration;

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Question Marking Guidance Mark Comments

03.1 (Simple) diffusion; 1 Reject: facilitated diffusion.

03.2 1. Thin/small so short diffusion 2 1. Reject: thin

pathway; membrane/wall/cells.
2. Flat/long/small/thin so large surface 2. Accept: small volume to
area to volume ratio/surface area : surface area ratio.
volume;

03.3 2 1. Accept: fully saturated or

above 50% saturation below
1. High/50% saturation (with oxygen) 0.2kPa.
below (pO2 of) 0.2 kPa;
1. Accept: any number
2. (Oxygen) for respiration; between 0.08 and 0.2 kPa

03.4 2 1. Accept: correct reference

1. Water potential higher in worm to water potential gradient
OR if direction of water
movement is given.
Lower water potential in seawater;
1. Accept: Ψ for water
2. Water leaves by osmosis (and potential.
worm dies);
2. Reject: worm/cells burst.

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Question Marking Guidance Mark Comments

04.1 14; 1

04.2 Number (of individuals) in each species 1 Accept: population of each

(of dung beetle); species.

04.3 1. No overlap in standard deviations; 2 Accept: no overlap in error

2. (Difference in mean total) bars.
significant/is not due to chance/is
real;

04.4 No bias; 1 Ignore: ‘representative

sample’.

04.5 3 1. Accept: decrease in

plant/insect diversity.
2. Ignore: less food.
1. Removes species/types of 2. Accept: less variety of food.
plant/insect; 2. Accept: removes a food
2. Fewer food sources; source.
3. Fewer habitats/niches; 3. Accept:
loss/removal/destruction/ of a
habitat.
3. Accept: no habitat.
3. Ignore: homes/shelters.

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Question Marking Guidance Mark Comments

05.1 Hydrolysis (reaction); 1

05.2 1. (Phosphate required) to make RNA; 2 max 1 and 2. If neither DNA or

2. (Phosphate required) to make DNA; RNA are named allow one
mark for nucleotide/nucleic
3. (Phosphate required) to make acid/phosphodiester
ATP/ADP; bonds/sugar-phosphate
4. (Phosphate required) to make backbone.
membranes; 4. Ignore: phospholipids
5. (Phosphates required) for without reference to
phosphorylation; membranes.
Accept: as additional mark
points any named biological
molecule containing
phosphate e.g. NADP, AMP,
RuBP.

05.3 Accept answer in range from 3.7 : 1 to 1 Reject any ratio not : 1.
4.1 : 1;

05.4 1. Seeds/embryo remain 3 max 1. Ignore: hibernate.

dormant/inactive in winter/cold
1. Accept: ‘seed survives
OR winter/cold’.
Growth/development of 1. Reject: plant develops or
seed/embryo during winter/cold; seed germinates during
2. Seeds/plants develop in winter/cold.
spring/summer 2. Accept: seeds/plants
OR develop when more light or
when temperature is higher.
Seeds/plants develop when
temperature/light increases; 2. Accept: seed
germinates/’sprouts’ during
3. Plant photosynthesise (in spring/summer or when
spring/when warm); temp/light increases.
4. Produce (more) seeds/offspring in
spring/growing season;

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Question Marking Guidance Mark Comments

06.1 1. Large sample size; 2 max 1. Accept: 20 + as equal to

large sample size.
2. Individuals chosen at random;
4. Accept: same
3. Are healthy;
sex/gender.
4. Equal number of males and
females;
5. Repeat readings;

06.2 1. (For) comparison; 2 1. Accept: provides a

2. To see effect of benchmark/standard.
age/emphysema/smoking
OR
Takes into account
outliers/anomalous results;

06.3 1. Internal intercostal muscle(s) less 1 1. Accept: different

descriptions of less
effective
effective.
OR
1. Recoil without reference
Less elasticity (of lung tissue); to elasticity is insufficient.
1. Accept: ‘less elastin’.

06.4 3 1. Accept: carbon dioxide

increases/high (in
body/blood).
2. Accept: less oxygen
1. Less carbon dioxide removed; inhaled.
2. Less oxygen (uptake/in blood);
1 and 2. Accept: ‘low
3. Less (aerobic) respiration/ATP amount’ as equivalent to
OR ‘less’.

(More) anaerobic respiration; 2 and 3. Accept: less

oxygen for respiration = 2
marks.
3. Accept: (more) lactic
acid.

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Question Marking Guidance Mark Comments

07.1 4 1. Accept: mutation in DNA

base (sequence).
1. Change in DNA base/nucleotide 1. Accept:
(sequence); deletion/substitution/addition
of a DNA base/nucleotide.
2. Change in amino acid
(sequence)/primary structure; 2. Reject: different amino acid
formed.
3. Alters (position of)
hydrogen/ionic/disulfide bonds; 2. Ignore: change in code for
amino acid.
4. Change in tertiary structure (of
receptor); 4. Reject: any reference to
active site.
4. Ignore: 3o.

07.2 1. (Receptor) is not complementary 2 1. Accept: ‘complimentary’.

OR 1. Accept: invade as
(HIV) cannot bind/attach and alternative to infect.
enter/infect (helper) T cell; 2. Accept: reproduction (of
virus).

2. No replication (of virus)

OR
No destruction of (helper) T cell;

07.3 1. Low/lower exposure to HIV (in 2 max 1. Accept: converse.

Europe)
3. Accept: frequency of
OR mutation has always been
Low/lower number of HIV/AIDS high.
(infections/cases);
2. (HIV) has only been present for a
short time period
OR
(HIV relatively) recently evolved;
3. Mutation/CCR5 has been around
for many years;
4. Mutation/CCR5 is advantageous
(for something else);

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Question Marking Guidance Mark Comments

08.1 1 Ignore: no growth or growth of

bacteria prevented.
Bacteria killed;
Accept: bacteria destroyed.
Accept: no living bacteria.

08.2 1. Clear zone would be too large 1 1. Must convey idea of too
large.
OR
Clear zones would overlap/merge
OR
Could kill all bacteria (on the plate);

08.3 1. (Same) size; 2 max 1. Accept: any measure of

2. (Same) material/absorbency; size e.g. thickness, area,
diameter.
3. In solution for same time period;
1. Ignore: ‘same shape’ as
shape shown on Figure 8.
Ignore: reference to volume of
disinfectant.

08.4 2 Allow one mark for an

incorrect answer but shows
method of calculating how
Any number between 2.5 to 3.2 = two many times more effective D
marks;; is than B
e.g. 22 divided by 13/14
or 11 divided by 6.5/7
or 1.57/1.6/1.69/1.7.

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Question Marking Guidance Mark Comments

09.1 66.7; 1

09.2 70; 1

09.3 1. More fluid forced/filtered out of 2 1. Accept: water for fluid.

capillary/blood (due to high
1. Must convey idea of ‘more’.
pressure);
1. Reject: more tissue fluid is
2. Less return of fluid (into
capillary/blood) due to pressure forced out.

OR 1. Do not credit ‘more plasma

forced out’.
Lymph(atic) (system) cannot drain
away all excess fluid; 2. Accept: water for fluid.

09.4 2 1. Accept: more ‘space’ or

1. Larger lumen/volume (of blood more ‘room’ (in blood
vessels); vessels).
2. Reduces (blood) pressure (in blood 1. Accept: more blood flow (in
vessels); blood vessels).
3. Less friction/resistance (in blood 1. Accept: reduces stroke
vessels); volume or less blood in
ventricle.

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Question Marking Guidance Mark Comments

10.1 Starch (max 3) 5 max

1. Helical/ spiral shape so compact;
2. Large (molecule)/insoluble so 2. Accept: does not affect
osmotically inactive; water potential/Ψ.
3. Branched so glucose is (easily) 3. Ignore: unbranched.
released for respiration;
4. Large (molecule) so cannot leave
cell/cross cell-surface membrane;

Cellulose (max 3)
5. Long, straight/unbranched chains of
β glucose; 6. Note: references to ‘strong
6. Joined by hydrogen bonding; hydrogen bonds’ disqualifies
this mark point.
7. To form (micro/macro)fibrils;
8. Provides rigidity/strength;

10.2 1. (At source) sucrose is actively 5 max 1. Accept: ‘sugar/s’ for

(transported) into the phloem/sieve sucrose but reject other
element/tube; named sugars e.g. glucose.
2. By companion/transfer cells; 1. Accept: co-transport (with
3. Lowers water potential in H+ ions).
phloem/sieve element/tube and 4. Accept: pressure gradient.
water enters by osmosis;
5. Accept: sieve element/tube.
4. (Produces) high (hydrostatic)
pressure; 6. Accept: at sink/roots sugars
are used in respiration/stored.
5. Mass flow/transport towards
sink/roots/storage tissue;
6. At sink/roots sugars are
removed/unloaded;

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General comments

The overall performance of students on this paper was slightly disappointing. Although the first
series of examination papers for a new specification often cause difficulties for students, it was
evident that a significant number of students had not adequately prepared for this exam. A
relatively demanding mark scheme and questions on new subject content did contribute to
students gaining fewer marks. However, many students also underperformed in questions on well-
established topics, common to the previous specification. Nevertheless, there were some very
impressive answers with students displaying an excellent understanding of the assessed content
on the paper. Some of the relatively simple calculations proved more challenging than expected
as did questions involving interpretation of data presented graphically. There was a wide range of
performance on questions related to the required practicals. Poor use of scientific terminology and
limited powers of expression often prevented many students gaining credit. However, it was also
clear that some answers were based on a lack of thorough revision.

Question 1

1.1 Approximately 50% of students correctly identified the type of enzyme as a dipeptidase.
The most common incorrect response was protease.

1.2 Only one in five students obtained both marks in this question. Students who obtained one
mark usually correctly identified the role of either endopeptidases or exopeptidases.
However, there were many students who confused the roles of these enzymes or
suggested that endopeptidases work outside cells and endopeptidases inside cells.

1.3 In marking this question, particular care was taken to ensure that no students were
disadvantaged due to the error on Figure 1. Consequently, any references to ATP
producing ATP and Pi were not penalised. Most students obtained the mark for stating that
the respiratory inhibitor would prevent the production of ATP. Students who did not gain this
mark usually referred to the inhibitor blocking or changing the shape of the carrier protein
involved in moving the amino acid rather than mentioning ATP or active transport. Over
40% of students obtained a second mark for describing that the movement of sodium ions
would be affected. Many other students simply referred to amino acids no longer being
absorbed without any reference to sodium ions. Answers obtaining maximum marks clearly
explained that a diffusion/concentration gradient for the movement of sodium ions would
not be maintained. Again, incomplete explanations simply referred to the movement of
amino acids without any reference to sodium ions. Overall on the paper, this question
proved to be the most effective discriminator.

Question 2

2.1 Most students were unable to provide appropriate units to compare the distribution of
stomata on leaves. The units used varied from nanometres to metres and these were often
measurements of length or volume rather than area. A significant number of students were
under the mistaken impression that ‘per’ can be represented by a solidus.

2.2 Most students were able to obtain one mark in this question usually for explaining that light
would be able to pass through a thin piece of tissue. Very few students obtained both
marks by further explaining that a single/few layer(s) of cells was required for this to occur.
Many students did not gain a second mark due to the use of imprecise terminology, others

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were clearly confused with references being made to ‘diffusion distance’, ‘water loss’ and
‘electrons’.

2.3 Almost 80% of students were able to obtain at least one of the two marks available. Both
mark points were seen in relatively equal numbers. A common error was to refer to
variation in the number of stomata on different leaves rather than in parts of the same leaf.
There were also frequent references to anomalies, not always in the correct context.

2.4 The quality of the answers for this question was very disappointing. Consequently, 75% of
students scored zero. Some students had not carefully read the question and described a
range of xerophytic features of plants rather than those specifically related to leaves. Other
students simply described two xerophytic features of leaves but did not provide
explanations. However, most students did suggest two xerophytic features of leaves and
gave explanations but these explanations lacked detail. Students often referred to ‘hairs
trapping water’ rather than ‘water vapour’ and omitted any reference to water potential
gradients. Another common response was ‘a waxy cuticle to reduce water loss’ which again
lacks sufficient detail to gain credit. A common misconception was that small leaves reduce
surface area to volume ratios rather than referring to needles or spines.

2.5 This question was problematic for many students, with only a third gaining any marks. The
most frequently awarded mark point related to the use of water in photosynthesis. However,
almost the same number of students suggested that water was produced in photosynthesis.
Slightly fewer students mentioned the use of water to provide support/turgidity. There were
far fewer references to the production of water during respiration or its use in hydrolysis.
Again, weaker answers suggested that water is used in respiration or provided vague
references to water being used for growth. A significant number of students referred to
leakage of water from a potometer evidently having misinterpreted the context of the
question.

Question 3

3.1 The vast majority of students correctly identified the process as diffusion. The most
common incorrect responses were osmosis and facilitated diffusion.

3.2 Almost two thirds of students gained at least one mark for this question. Often this was
achieved by explaining that the small/thin body of a tubifex worm would provide a short
diffusion distance. A significant number of students named specific features of the body of a
tubifex worm but did not explain how they allowed efficient gas exchange. Conversely,
some students referred to a large surface area to volume ratio without relating this to a
specific body feature.

3.3 Less than 5% of students gained both marks for this question. The vast majority of students
did not refer to the percentage saturation of haemoglobin in relation to the partial pressure
of oxygen. Most students simply stated that the haemoglobin had a high affinity for oxygen
at low partial pressures of oxygen. Approximately, a third of students gained one mark,
invariably for referring to the use of oxygen for respiration.

3.4 Most students gained one mark for correctly stating that seawater would have a lower water
potential than the tubifex worm. Almost a third of students then gained the second mark by
explaining that the worm would lose water by osmosis. However, many students did not
gain this second mark as they either attempted to relate water potential to oxygen uptake or

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failed to refer to osmosis. A significant number of students suggested that the tubifex worm
would ‘burst’ in seawater despite correctly identifying the water potential gradient.

Question 4

4.1 70% of students correctly gave 14 as the answer. Some students used Figure 5 rather than
Figure 4 or provided a definition of species richness.

4.2 Surprisingly, less than 50% of students obtained this mark. Many students suggested that
the additional information required was the total number of all dung beetles rather than the
number of individuals in each species.

4.3 Almost two thirds of students failed to obtain a mark on this question. It was evident that
many students did not fully understand what was meant by standard deviations. Also a
large number of students used the results in Figure 4 rather than Figure 5. Most students
who did refer to no overlap in standard deviations were able to relate this to there being a
significant difference in mean total to obtain both mark points.

4.4 Three out of every four students correctly explained that choosing sites at random would
prevent bias. Responses failing to gain credit often referred to ‘controlling variables’ or ‘a
fair test’.

4.5 Most students obtained at least one mark usually by referring to the removal of a habitat for
the birds. A significant number of these students then gained a second mark by referring to
a decrease in food sources. Very few students obtained maximum marks as they did not
relate the removal of hedges to the loss of plant/insect species. Often students showed
understanding but did not gain credit due to the use of imprecise terminology and/or poor
quality of communication. Common examples of this included, ‘less food’, ‘less homes’ and
‘less shelters’. A small minority of students misinterpreted this question and discussed
reduction in genetic diversity.

Question 5

5.1 The vast majority of students correctly named the type of reaction as hydrolysis. Common
errors were ‘condensation’ and ‘phosphorylation’.

5.2 Approximately 50% of students gained a mark in this question. The most common scoring
points referred to phosphate being required for the formation of ATP, DNA, RNA or
phospholipids in cell membranes. Many students stated that phosphate was used as a
‘nutrient’, ‘for energy’ or to ‘form protein’.

5.3 Approximately 40% of students were able to calculate a correct ratio. A significant number
of students did not gain the mark as they provided the ratio the wrong way round or they
simply transcribed their readings from the graph as a ratio, most commonly, 4.1:1.1.

5.4 This question proved difficult for most students with almost 60% scoring zero. The most
common misconception was that the chilling requirement of seeds would enable plants to
grow during the winter so that they would be fully grown by spring and could outcompete
other plants. Some students also referred to plants carry out photosynthesis and
reproducing during the winter. A significant number of students misinterpreted the question
and answered it in terms of natural selection for plants with a chilling requirement. Students
who did gain credit often referred to growth of the seed/embryo during the winter followed

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by photosynthesis in the spring/summer. Very few students referred to seed production in

the spring or summer.

Question 6

6.1 Most students who gained both marks for this question, often referred to a large sample
size and to selecting individuals at random. The idea of selecting healthy individuals and
the ‘same sex/gender’ were also often credited. Fewer students mentioned taking repeat
readings for each individual. Students failing to gain a mark often stated that smokers, non-
smokers and individuals of similar body size should be selected.

6.2 This question provided a similar mark distribution to 6.1 with approximately 70% of students
gaining at least one mark. This mark was most often awarded for explaining that a mean
FEV1 value could be used to provide a ‘comparison’ or ‘benchmark’. Students gaining the
second mark usually referred to determining the effect of smoking or ageing on the FEV1
value. Incorrect responses often described the benefits of twenty five year olds being
selected in terms of their health or lung function.

6.3 One in four students obtained this mark by referring to the reduced elasticity of lung tissue
or the weakening of the internal intercostal muscles. Incorrect responses often involved
vague descriptions of reduced lung efficiency or reference to incorrect muscles.

6.4 Almost 60% of students gained at least two of the three marks available for this question.
These marks were usually awarded for explaining that a reduced FEV1 would reduce the
uptake of oxygen into the blood and consequently lead to reduced rate of respiration or of
ATP production. Some students provided further details on increased anaerobic respiration
and lactic acid production. Although many students appreciated that less air would be
removed from the lungs, relatively few students linked this to less carbon dioxide being
removed. Students scoring zero often provided superficial descriptions of breathing being
affected with no references to gas exchange or respiration.

Question 7

7.1 It was disappointing that less than 50% of students obtained two or more marks out of the
four available on this question. Although the context of the question was novel the
knowledge and understanding required have been regularly assessed on previous AS
Biology papers with students achieving better outcomes. The fact that a mutation involves
a change in the DNA base/nucleotide sequence was only appreciated by a minority of
students, often the 5% of students who obtained maximum marks. Although most students
appreciated that a different amino acid sequence would be coded for, a number of students
incorrectly stated that different amino acids would be formed. Better answers did gain
credit for references to changes in hydrogen, ionic or disulfide bonds. However, many
students failed to gain a mark for a change in the tertiary structure as they incorrectly
suggested that this changed ‘the active site’ of a receptor. 30% of students obtained no
marks. These students often provided detailed accounts of translation or outlined the
consequence of having a non-functional receptor which was required in the following
question.

7.2 Approximately half the students obtained at least one of the two marks available for this
question. Usually this mark was awarded for appreciating that HIV would not be able to
attach to the protein receptor and therefore could not enter the cell. Many other students
omitted the latter part of this description. Again, many students referred to an active site on

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the receptor. Approximately 10% of students gained both marks by further explaining that
HIV would not be replicated or that the T cells would not be destroyed.

7.3 As expected, this question proved very difficult for the vast majority of students with less
than 5% obtaining both marks. The most frequent correct response related to the low
number of HIV infections in Europe compared with other parts of the world. A number of
students did gain credit for outlining that HIV has only been present in humans for a
relatively short time period. The other mark points were rarely awarded. A significant
number of students appreciated that natural selection often occurs over a long time period
but did not relate this information to the context of the question.

Question 8

8.1 Approximately two thirds of students correctly explained that the clear zone was due to the
disinfectant killing the bacteria. Answers which only referred to the growth of bacteria being
prevented were not credited as the stem of the question outlined that a culture of bacteria
had already been grown on the agar.

8.2 Slightly over half the students gained this mark. Most referred to the clear zones being too
large or merging. A significant minority did refer to all the bacteria being killed. Students
failing to gain credit often provided vague responses relating to the clear zones,
concentrations of disinfectants, enzyme denaturation or safety concerns.

8.3 Almost 90% of students obtained at least one mark, usually related to controlling the size of
the paper disc. Approximately 40% of students gained the second mark for outlining that
the discs should be soaked in each disinfectant for the same time period. A common
response was to suggest that the same volume of each disinfectant should be used but as
the information stated that the discs were soaked, this was not credited.

8.4 30% of students obtained both marks for his question. A similar percentage obtained a
single mark for an incorrect answer but a valid method of calculating how many times more
effective disinfectant D was than disinfectant B. Most students did this by dividing the
diameters or the radii of the clear zones.

Question 9

9.1 Approximately half the students correctly calculated the heart rate as 66.7 beats per
minute.

9.2 40% of students correctly determined the stroke volume as 70 cm3. There was a vast range
of incorrect answers indicating that many students had little idea of how to use the
information provided to determine the stroke volume.

9.3 Almost two thirds of students failed to obtain a mark in this question. Many of these
students provided descriptions of how tissue fluid is formed rather than explaining why the
tissue fluid actually builds up. Most answers which were credited only gained one mark for
mentioning more fluid being forced out of the capillaries, or less being reabsorbed due to
the high pressure. Very few students mentioned both points for 2 marks. A few students
mentioned limiting drainage via the lymphatic system. A frequent misconception was that a
higher ventricular pressure forces out ‘more tissue fluid’ rather than more fluid.

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9.4 Generally this was well answered with almost 90% of students gaining at least one mark.
Most students understood that widening of blood vessels would provide a larger lumen or
volume through which blood could flow. Many students linked this to a reduced blood
pressure within the blood vessels to gain the second mark. Very few students referred to
reduced friction or resistance due to widening of the blood vessel.

Question 10

10.1 There was a considerable range in the quality of answers for this question. Some students
provided detailed explanations of how the structures of starch and cellulose are related to
their functions. At the other end of the spectrum, students referred to these molecules as
polypeptides and provided details on protein structure. 10% of students gained full marks
and almost 15% gained zero. Although many students appreciated the importance of starch
being compact they did not always relate this to its helical/spiral structure. Most students
stated that starch did not affect the water potential of cells due to its insolubility. Fewer
students related the branching of starch to the faster release of glucose for respiration or
discussed its inability to leave a cell. Generally, more students gained marks when
describing the structure and function of cellulose. Most appreciated the strength of cellulose
but a common error was to relate this to ‘strong hydrogen bonds’. However, a significant
number of students gained credit for describing (micro/macro) fibrils.

10.2 As in question 10.1, 10% of students obtained maximum marks. However, almost 30% of
students scored zero in this question. The responses from students obtaining low marks
included a number of factual errors; sugars being produced by sinks, phloem consisting of
dead cells, the transport of sugars in the xylem, transport of glucose rather than sucrose,
and transport of sugars using cohesion tension. Conversely, there were also some superb
answers which included detailed explanations that went beyond the requirements of the
mark scheme. This was particularly evident in the details provided on the loading of sugars
from the source into the phloem via companion cells. Better answers contained extensive
explanations of how co-transport is involved in this process. A significant number of
students gained credit for explaining how the pressure gradient between the source and
sink was established including the osmotic movement of water into the phloem.
Surprisingly, few students obtained the mark for referring to the mass flow of sugars
towards sinks. However, most students did describe the unloading of sugars at sinks.

Mark Ranges and Award of Grades

Grade boundaries and cumulative percentage grades are available on the Results Statistics
page of the AQA website.

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