Mark Scheme Summer 2009

GCE

GCE SNAB Biology (8048/9048)

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Summer 2009
Publications Code UA021125
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ii 0906
8048/9048
 Contents

General Introduction iv
General Information v

Mark Schemes

Unit SN1 6131 Lifestyle, Transport, Genes and Health 1

Unit SN2 6132 Development, Plants and the Environment 11

Unit SN3 6133 paper 02 Report and Practical Review 26

Unit SN4 6134 Environment and Survival 29

Unit SN5 6135 paper 01 Energy, Exercise and Coordination; Coursework 39

written paper Investigation

Unit SN6 6136 Synoptic paper 46

iii 0906
8048/9048
GENERAL INTRODUCTION

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.

Unit Codes and Unit Titles

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.

Level Unit Code Unit Title

AS 1 6131 Lifestyle, Transport, Genes and Health

2 6132 Development, Plants and the Environment

3 6133 Report and Practical Review

A2 4 6134 Environment and Survival

5 6135 Energy, Exercise and Coordination; Coursework Investigation

6 6136 Synoptic Paper

Please note that, in January 2010, only the A2 written units are available.

iv 0906
8048/9048
GENERAL INFORMATION

The following symbols are used in the mark schemes for all questions:

Symbol Meaning of symbol

; semi colon Indicates the end of a marking point
Indicates that credit should be given for other correct
eq alternatives to a word or statement, as discussed in the
Standardisation meeting
Words or phrases separated by an oblique are alternatives
/ oblique
to each other
Indicate the beginning and end of a list of alternatives
{} curly brackets (separated by obliques) where necessary to avoid
confusion
Words inside round brackets are to aid understanding of
() round brackets
the marking point but are not required to award the point
Words inside square brackets are instructions or guidance
[] square brackets
for examiners

Crossed out work

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.

Spelling and clarity

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.

• a correct statement that is contradicted by an incorrect statement in the same part of an

answer gains no mark – irrelevant material should be ignored.

v 0906
8048/9048
 Unit SN1 (6131/01) - Lifestyle, Transport, Genes and Health

Question Answer Mark

Number

1(a) phosphate correctly bonded to sugar ;

base correctly bonded to sugar ; (2)

Question Answer Mark

Number

1(b) Feature DNA mRNA

Name of sugar
deoxyribose ribose
present

Name the group that

phosphate phosphate
links sugar to sugar

Number of strands in
two one
the molecule

Name of
complementary to thymine uracil
adenine

Any two correct answers for one mark ;;;; (4)

Question Answer Mark

Number

1(c) 1. first bar reaching 2 au ;

2. third bar reaching 8 au ; (2)

1
Question Answer Mark
Number

2(a)(i) 1. B / eq ;

2. lack of oxygen / reference to anaerobic

respiration ; (2)

Question Answer Mark

Number

2(a)(ii) 1. damaged blood vessel / presence of air / rough

surface / other correct named clotting initiator ;

2. {platelets / red blood cells / eq} stick to damaged

wall (forming a platelet plug) ;

3. thromboplastin released ;

4. from {platelets / damaged tissue} ;

5. (converts) prothrombin to thrombin ;

6. (which) {converts / eq} fibrinogen to fibrin ;

7. soluble (fibrinogen) to insoluble (fibrin) ;

8. reference to any other appropriate clotting factor

(e.g. Ca2+ / vitamin K / Factor VIII) ;

9. fibrin mesh traps {platelets / red blood cells / max

eq}(forming a clot) ; (4)

Question Answer Mark

Number

2(b)(i) 1. {electrical activity / eq} travels through atria ;

2. reference to reaches AVN / eq ;

3. {atria / eq} contract ;

4. volume decreases / correct reference to pressure

changes ;
max
5. blood enters ventricles / eq ; (2)

2
Question Answer Mark
Number

2(b)(ii) 1. working correct (e.g. 60 ÷ 0.75) ;

2. 80 ; (2)

3
 Question Answer Mark
Number

3(a)
CH3 …
X

…
X H2N C COOH …
X
9

H …
X
(1)

Question Answer Mark

Number

3(b) 1. (linear) {sequence / order / eq} of amino acids ;

2. joined by peptide bonds ; (2)

Question Answer Mark

Number

3(c) 1. 10 amino acids shown in same sequence ;

2. shaded amino acids shown above water /

surrounded by unshaded ; (2)

Question Answer Mark

Number

3(d)(i) {nearly / almost /roughly/ eq} halves the time / eq ; (1)

Question Answer Mark

Number

3(d)(ii) 1. doubling the number of active sites ;

2. twice as many {starch / substrate} can bind /

react (at any one time) / eq ; (2)

4
Question Answer Mark
Number

3(d)(iii) 1. DNA polymerase has a {different / wrong} shaped

active site / starch shape different to DNA
polymerase active site ;

2. so starch cannot bind ;

3. enzyme-substrate complexes cannot form ;

max
4. reference to specificity ; (2)

5
Question Answer Mark
Number

4(a)(i) Hh / hH / heterozygous ; (1)

Question Answer Mark

Number

4(a)(ii) 1. because LDL levels vary ;

2. before / after a meal / diet / eq ;

3. age (differences) ;

4. gender ;

5. genetics ;

6. accuracy of test / measuring equipment / eq ;

max
7. variation within a population ; (3)

Question Answer Mark

Number

4(b)(i) 1. (deletion can lead to) change / loss of {amino

acid / amino acid sequence / primary structure
(of protein)} ;

2. changes {tertiary / eq} structure (of protein) ;

3. shape important in {function / function described

/ recognition / binding of LDL / eq} (hence non-
functional) ;
max
4. reference to frameshift ; (3)

6
Question Answer Mark
Number

4(b)(ii) no LDL receptor protein {produced / active / eq} /

reference to no LDL {taken up from blood / eq} ; (1)

Question Answer Mark

Number

4(b)(iii) 1. (sample) 3 ;

2. smaller / lighter (fragment) of DNA ;

3. because it is a deletion / eq ;

4. therefore, moves {further / faster} (towards the

positive terminal) ;

5. {line / eq} is {twice as thick / eq} meaning that it max

is homozygous / eq ; (2)

7
Question Answer Mark
Number

5(a) 1. altering the genotype of the organism with the

condition ;

2. addition of a ‘normal’ gene ;

3. reference to vector (e.g. virus / liposome) ;

4. details of vector ;

5. incorporation of gene into {target / eq} cells ;

6. reference to transcription and translation / max

protein (from imported gene) made ; (3)

Question Answer Mark

Number

5(b) 1. somatic – altering genotype of body cells / gene

into body cells ;

2. whilst germ line relates to sex cells / gametes /

eq ; (2)

8
Question Answer Mark
Number

6(a)(i) 1. uptake increases for both up to about 3 minutes ;

2. sample P levels off / stops increasing before

sample Q ;

3. uptake is always higher for Q ;

4. uptake in Q continues but stops in P after approx

3 minutes ;

5. correct comparative manipulation of the data e.g.

13.5 ÷ 4 = 3.4 times as much in Q at the end of max
the study compared to P ; (3)

Question Answer Mark

Number

6(a)(ii) 1. (Q) continues to rise / does not plateau ;

2. goes above equilibrium level of 4 au ;

3. the presence of ATP supplies energy to allow max

concentration above equilibrium ; (2)

Question Answer Mark

Number

6(b) facilitated requires {channel / transport / eq} proteins ; (1)

Question Answer Mark

Number

6(c) 1. vesicles ;

2. move towards cell surface membrane ;

3. vesicle {fuses / eq} with membrane ;

max
4. contents (of vesicle) released out of cell ; (2)

9
Question Answer Mark
Number

7(a)
Structural feature Sucrose Amylopectin

Glycosidic bonds 9 9;
present

Side chains present 8 9;

Contains more than 8 9;

three glucose
monomers
(3)

Question Answer Mark

Number

7(b) 1. flax ;

2. least amount of saturated fat ; (2)

Question Answer Mark

Number

7(c)(i) 1. (person) 3 ;

2. more energy in than out ;

max
3. excess energy laid down as fat ; (2)

Question Answer Mark

Number

7(c)(ii) 1. (person) 2 ;

2. energy taken in less than energy given out ;

max
3. burning off energy reserves / fat /eq ; (2)

10
 Unit SN2 (6132/01) - Development, Plants and the Environment

Question Answer Mark

Number

1 chloroplast(s) ;

plasmodesma(ta) ;

tonoplast ;

amyloplast(s) ;

middle lamella ; (5)

11
Question Answer Mark
Number

2(a) adhesion - water (molecules) sticks / attracted / bonded

to (walls of) (xylem) vessels / tubes ;

cohesion - water molecules stick together ; (2)

Question Answer Mark

Number

2(b) {mineral / inorganic} {salts / ions} / nitrates /phosphates ; (1)

Question Answer Mark

Number

2(c) the water columns are pulled (from the top by

transpiration stream rather than pushed) / under tension /
the water columns contract as they are stretched /
reference to reduced pressure (in xylem) / eq ; (1)

12
Question Answer Mark
Number

3(a) X = acrosome / lysosome ;

Z = mitochondria / mitochondrion ; (2)

Question Answer Mark

Number

3(b) Structure X
1. releases (digestive) enzymes / hyaluronidase;

2. dissolves {pathway / hole / way / route / eq}

through follicle (cells) / jelly (layer)/ zona
pellucida ;

Structure Z
1. provide energy / {provide / create / eq} ATP ;

2. for movement / to enable sperm to reach ovum /

eq ; (4)

13
Question Answer Mark
Number

4(a) C; (1)

Question Answer Mark

Number

4(b) 1. reliable supply of {water / food / nutrients /

resources} ;

2. plants (deliberately) introduced to encourage

{insect life / prey species} ;

3. artificial control of {temperature / air conditioning

/ humidity} ;

4. reduced competition in {zoo / garden} /

populations (artificially) {controlled / manipulated}
/ eq ;

5. reference to reduced predation / protection from

predators ;

6. veterinary care / use of antibiotics / medicines / max

immunisation (to control disease) ; (3)

14
Question Answer Mark
Number

5(a) more growth of {crown / more leaves / more leafy

shoots} / dead (upright) shoot has got smaller / trunk
/stem wider / thicker ; (1)

Question Answer Mark

Number

5(b)(i) 1. it is 7/8 years old ;

2. {it has grown more rapidly / growth conditions

have been favourable} in the recent past than
when it was young ;

3. (use of dating) grew most rapidly in 1998, 1999,

{grew faster / there was more growth} in 1998 /
1999 / 2000 than 1995/1996/ 1997/ grew slowly max
in 1995 / 1996 / 1997 ; (2)

Question Answer Mark

Number

5(b)(ii) rising (atmospheric) concentrations of {carbon dioxide /

nitrogen deposition} / increased solar radiation
/increased light intensity / increased rainfall ; (1)

Question Answer Mark

Number

5(b)(iii) (xylem) {vessels / tracheids} ;

sclerenchyma / fibres ; (2)

15
Question Answer Mark
Number

5(c) 1. absorbed by roots / leaves ;

2. and used to make {amino acids / protein / nucleic

acids / ATP} ;
max
3. enzymes / chlorophyll / membrane proteins ; (1)

Question Answer Mark

Number

5(d)(i) photosynthesis ; (1)

Question Answer Mark

Number

5(d)(ii) 1. {when {trees die / leaves fall of trees} they {rot

away / decay / are burnt} and give off carbon
dioxide (back to the atmosphere)} / trees give out
CO2 through respiration ;

2. and give off carbon dioxide (back to the

atmosphere) /trees (also) give out CO2 through
respiration ;

3. (only) newly-planted forests {take in more CO2

than they give out / turn CO2 into wood faster
than they give it out} ;

4. mature forests {give out as much CO2 as they take

in / are carbon neutral} ;

5. carbon offsetting only reduces atmospheric CO2 if

forests are constantly expanded / there would not
be enough land available to plant enough trees to max
make a difference / eq ; (2)

16
Question Answer Mark
Number

6(a)(i) use a water bath / description of using a water bath ; (1)

Question Answer Mark

Number

6(a)(ii) 1. maintain a constant pH throughout the

experiment ;

2. to provide a particular pH / control pH ;

3. enzymes are sensitive to pH / work within a

narrow pH range /only work at a certain pH / max
each one has a specific pH optimum ; (2)

Question Answer Mark

Number

6(a)(iii) 1. gene / allele for β galactosidase {switched on /

induced / turned on / expressed / transcribed} ;

2. switched on / induced by lactose ;

3. yellow colour appears when ONPG is broken down

(to a yellow substance) ;

4. β galactosidase only produced when lactose is max

present ; (2)

Question Answer Mark

Number

6(b)(i) 1. (depending on the source) the enzymes / β

galactosidase differ in temperature optima / work
best at different temperature / eq ;

2. P.haloplanktis has a temperature optimum of

15/16 oC whereas that of E.coli is over 35 oC or
{higher / over} ;

3. P. haloplanktis {is adapted for / has evolved in a

cold climate} / the P. haloplanktis (used in the
experiment) came from a cold place / had been
(recently) exposed to low temperature (and
become cold-adapted through environment) ; (3)

17
Question Answer Mark
Number

6(b)(ii) 1. less energy needed (to warm the milk);

2. the milk is less likely to go off during the process

(due to microbial action) / enzymes {more stable max
/ last longer} at low temperatures ; (1)

18
Question Answer Mark
Number

7(a) 1. a cell which can divide ;

2. and can differentiate / change into different

types of cell / has not yet differentiated ;

3. primal cells / reference to having retained the

ability to divide / differentiate from an earlier max
stage ; (2)

Question Answer Mark

Number

7(b) 1. adult stem cells are {pluripotent / multipotent} ;

2. whereas embryonic cells are totipotent ;

3. adult stem cells can only develop into certain

cells (whereas) embryonic stem cells can develop max
into any kind of cell /eq ; (2)

Question Answer Mark

Number

7(c) 1. does not involve the ethical issues associated with

embryonic stem cells /eq ;

2. can use patients own stem cells therefore no

immunity problem ;
max
3. easier to obtain ; (1)

Question Answer Mark

Number

7(d) 1. overcomes problem of shortage of donors ;

2. can use patients own stem cells therefore no

immunity problem ;

3. necessary surgery less invasive / drastic / life

threatening / recovery time ;
max
4. (probably) less expensive ; (2)

19
Question Answer Mark
Number

7(e) 1. by fertilisation ;

2. of ova by sperm / eq ;

3. in vitro / in a test tube / ova {removed

from/outside} woman’s body ;

4. (usually) surplus /spare fertilised ova from IVF max

treatment / eq ; (2)

20
Question Answer Mark
Number

8(a) 1. (cells) mutate / DNA damaged ;

2. {BRCA1 / BRCA2 / TP53 / oncogenes / tumour

suppress genes} as examples of genes which
{mutate / undergo mutation} ;

3. uncontrolled cell division ;

4. damage to DNA not repaired / tumour repressor

substances not produced ;
max
5. new cells produced faster than cell death ; (3)

Question Answer Mark

Number

8(b)(i) Human Genome Project ; (1)

Question Answer Mark

Number

8(b)(ii) to prevent the cancer spreading to other parts of the

body / development of secondary carcinomas / to
prevent metastasis ; (1)

Question Answer Mark

Number

8(b)(iii) 1. avoid raising false hope in the patient ;

2. use an alternative drug which might work ;

3. identify the need to carry out research to develop

an alternative for the patients for whom
doxcetaxel is ineffective ;

4. avoid unwanted side effects of the drug ;

5. avoid wasting money on ineffective drug / aid to max

NHS in planning ; (2)

21
Question Answer Mark
Number

8(c)(i) 1. {self examination / frequent medical checks} for

early diagnosis ;

2. (choose to) avoid {alcohol / HRT / smoking} ;

3. (choose to) {take plenty of exercise / control

energy intake / avoid getting over weight} ;

4. (take plenty of exercise / control energy

intake/avoid getting over weight) particularly max
after menopause ; (2)

Question Answer Mark

Number

8(c)(ii) 1. data protection issue / afraid {other people /

organisations} might find out ;

2. (if third parties got access to data) higher

insurance premium / fear of discrimination ;

3. would cause anxiety / stress / depression / eq ;

4. (would cause anxiety when) only a risk not a max

certainty ; (2)

22
Question Answer Mark
Number

9(a) 1. improves yield of cotton ;

2. saves the cost of buying / applying insecticides ;

3. increases the farmer’s {income / profit} ;

4. less harmful to {humans / wildlife} than chemical max

sprays ; (3)

Question Answer Mark

Number

9(b) Similarities:
1. plants with desired characteristics are selected ;

2. new (desirable combinations) of {characteristics /

genes} are produced / hybridisation /eq ;

3. done deliberately to improve }yield / usefulness /

eq} ;

Differences:
4. conventional done by transferring pollen /
reference to GM techniques ;

5. (genetic) change achieved more quickly / much

less hit and miss / eq ;

6. can combine genes from a wider range of sources

(whereas in conventional method hybridisation
only possible between plants of {same / similar}
species / transfer of genes from a bacterium to a
plant (as in this example) not possible with max
conventional method /eq ; (4)

23
Question Answer Mark
Number

9(c) To gain full (four) marks candidates must include a

rebuttal item i.e. one which recognises an opposing
argument but attempts to place it in perspective.

If a candidate says ‘for’ arguments against do not count

(and vice versa for ‘against’).

An exceptional answer which balances a series of

opposing points of view and really argues that it is
impossible to come down on either side may gain full
marks if they have included 4 points

For GM crops

Maximum of three points from 1 to 7

1. {little / no} convincing evidence that GM is
harmful ;

2. yet widely used in {North America / USA / India} ;

3. great potential in GM to {increase crop yields

/reduce food prices / feed more people (in a
starving world / help economy of developing
nations} ;

4. potential to reduce dependency on chemical

pesticides ;

5. can reduce damage to environment / make

agriculture more sustainable ;

6. better that GM research in places like UK where it

can be properly regulated rather than left to
rogue states / whether UK develops GM or not
other countries will do it anyway ;

7. same basic idea as conventional crop breeding

and we’ve been doing that for thousands of
years ;

Rebuttal arguments
8. some cases where GM has not been a success but
this does not prove that there is anything wrong
with GM in general (just needs more research) ;

9. there could be (as yet undiscovered) risks with

GM but the potential is so enormous we cannot
afford/not ethical to ignore ;

24
Against GM crops

Maximum of three points from 1 to 7

1. not all GM crop projects have been a success /
reference to specific example which has not been
successful ;

2. {genes / pollen} may get transferred to other

organisms (with unforeseeable consequences);

3. (potential for) exploitation of developing world

farmers by international biotech countries ;

4. reliance on small number of (GM) strains would

mean loss of {genetic diversity / scope for natural
selection / evolution} ;

5. impossible to be sure there may not be serious

consequences in future ;

6. cannot be controlled properly / might get into the

wrong hands ;

7. GM different to conventional means (with

example e.g. can transfer genes between bacteria
and plants) ;

Rebuttal arguments
8. some examples where GM has been a success but
we cannot afford to take the risk ;

9. maybe in future GM may be useful but we should

wait until we know more about it / we don’t need max
it – can use conventional methods of crop (4)
breeding ;

25
 Unit SN3 (6133/02) – Practical Work Review

Question Answer Mark

Number

1(a) 1. relevant procedure / method ;

2. detail of procedure / method ;

3. reason / explanation ;
max
4. further detail ; (3)

Question Answer Mark

Number

1(b) 1. named dependent variable ;

2. suitable apparatus / technique ;

3. further detail ; (3)

26
Question Answer Mark
Number

2(a) 1. suitable systematic error identified ;

2. why is it systematic ;

3. method to minimise ;
max
4. further detail of method ; (3)

Question Answer Mark

Number

2(b) 1. suitable, correct variable named ;

2. suitable method to control ;

3. further detail ;

4. how control variable affects dependent variable ;

max
5. further detail ; (4)

27
Question Answer Mark
Number

3(a) Discussion of decisions concerning:

1. correct choice of graph type with reason ;

2. axes correctly orientated ;

3. detail of scales ;

4. straight line / curve / best fit / distinguish

between bar chart and histogram ;

5. error bars / eq ;

6. some manipulation of line or chart (e.g. gradient max

/ anomaly / identification) ; (4)

Question Answer Mark

Number

3(b) 1. suitable conclusion stated ;

2. link to data ;

3. link to one pertinent bit of science ; (3)

28
 Unit SN4 (6134/01) - Environment and Survival

Question Answer Mark

Number

1(a) 1. formation of new species (from existing species) ;

2. reference to isolating mechanism / (reproductive)

isolation / eq ;

3. no longer able to produce fertile offspring (with max

existing species) ; (2)

Question Answer Mark

Number

1(b) 1. engulf / ingest (large) particles / eq ;

2. formation of {vesicle / phagosome} / eq ;

max
3. reference to lysosome / digestion / enzymes / eq ; (2)

Question Answer Mark

Number

1(c) 1. non-living / physical / chemical / eq ;

2. environmental factor affecting {distribution /

growth / survival /abundance / species composition}
/ eq ;

3. e.g. pH / temperature / light / water content / soil max

chemistry / topography /edaphic factors ; (2)

29
Question Answer Mark
Number

2(a) 1. competition for food supply / eq ;

2. predation of native species / eq ;

3. (harlequin ladybird) has wider range of food max

sources / eq ; (2)

Question Answer Mark

Number

2(b) 1. biodiversity includes number of species / eq ;

2. will lead to fewer ladybird species ;

3. may reduce number of moth / butterfly species ;

4. population becomes non-viable / less genetic max

diversity / eq ; (3)

Question Answer Mark

Number

2(c)(i) position in a food chain / eq ; (1)

Question Answer Mark

Number

2(c)(ii) 1. (2196-42) = 2154 ;

2. =2 154 000 / eq ; (ecf)

3. kJ ; (3)

30
Question Answer Mark
Number

2(c)(iii) 1. light {reflected / not absorbed} / eq ;

2. losses due to {respiration/ metabolism} in plants /

eq ;

3. inedible parts / not all eaten / eq ;

max
4. losses of indigestible matter / in faeces ; (3)

31
Question Answer Mark
Number

3(a) 1. contraction {slower / eq} at lower temp /

converse ;

2. peaks later at lower temp / converse ;

3. both reach same peak of contraction / peaks

differ slightly ;

4. relaxation slower at lower temperature ;

max
5. credit comparative figures ; (3)

Question
Number Answer Mark

3(b) 1. reference to rigor mortis / eq ;

2. idea of heat loss related to temperature

difference between body and environment ;

3. this (degree of rigor) depends on temperature /

eq ;

4. estimate inaccurate (if environmental

temperature is not known) / eq ;

5. comment on degree of contraction gives a range max

of time i.e. depends on pre- or post- rigor / eq ; (2)

Question
Number Answer Mark

3(c) 1. core temperature ;

2. decomposition / colour / putrefaction / bloating

/ gas blisters / eq ;
max
3. entomology / eq ; (2)

32
Question
Number Answer Mark

4(a) 1. grow in habitats where other plants cannot /

at advantage / eq ;

2. therefore less competition / more

competitive / eq ;
max
3. and more reproductive success / eq ; (2)

Question
Number Answer Mark

4(b) 1. standard sample used e.g. quadrats ;

2. method for determining position of sample

(e.g. random coordinates, transect) ;

3. method for recording abundance or frequency ;

4. record abiotic factor in each quadrat / eq ;

5. {presentation / analysis} of relationship (e.g. max

scatter graph, correlation) ; (4)

Question
Number Answer Mark

4(c)(i) 1. parent genotypes AaBb ;

2. gametes AB, Ab, aB, ab ;

3. 16 combinations shown ; (3)

Question
Number Answer Mark

4(c)(ii) AAbb , Aabb ; (1)

33
Question
Number Answer Mark

4(c)(iii)
1. observed results approximate to 9:3:4 / eq ;

2. expect most to have dominant alleles for

both genes / converse / eq ;

3. predicts most are normal / converse ;

4. one character controlled by two genes ;

max
5. not 9:3:3:1 ; (2)

34
Question Answer Mark
Number

5(a) 1. reduced cell mediated response / T-cells not

activated / fewer T killer cells made / eq ;

2. reduced humoral response / B cells not

activated / less antibody production / eq ;
max
3. opportunistic infection / eq ; (2)

Question Answer Mark

Number

5(b)(i) 1. antibody / T killer cell ;

2. (antibody production) by plasma cells ;

3. effect of antibody (e.g. precipitation) / cell

lysis by T killer cells ;

4. phagocytosis / eq ;

5. reference to antigen presentation / eq ;

max
6. reference to cytokines / interferon ; (3)

Question Answer Mark

Number

5(b)(ii) 1. secondary response ;

2. more rapid {antibody / T killer cell} production ;

3. faster / stronger response / eq ;

4. memory cells involved ;

max
5. prevents symptoms ; (3)

35
Question Answer Mark
Number

5(c) 1. changes in humans / eq ;

2. e.g. immune system preventing HIV growth ;

3. selection pressure on HIV ;

4. only adapted organisms replicate / eq ;

5. e.g. strain avoiding immune system / eq ;

6. these become more common / eq ;

max
7. selection pressure back on people / eq ; (4)

36
Question Answer Mark
Number

6(a) 1. species B ;

2. growth faster at lowest light intensity ;

3. correct comparative use of figures from graph ;

4. out competes species A ;

5. {bigger leaf area / more leaves} shade other

plants ;

6. {bigger leaf area / more leaves} absorb more max

light ; (3)

Question Answer Mark

Number

6(b) 1. limited light energy available for biomass

production / light limiting factor / eq ;

2. less light absorbed by chlorophyll / eq ;

3. correct reference to photolysis ;

4. slower light dependent reactions / less ATP /

less reduced NADP / eq ;

5. reduced Calvin cycle / eq ;

6. less carbohydrate for cellulose /eq ;

7. less carbohydrate for respiration / eq ;

8. correct reference to compensation point / eq ;

9. reference to heat radiation / temperature (at

low light) ;
max
10. effect of this on rate of reaction / eq ; (5)

37
Question Answer Mark
Number

6(c) 1. reference to NPP higher ;

2. reference to NPP = GPP - R /eq ;

3. less energy is lost to respiration ;

4. more energy available for producing biomass / max

eq ; (3)

38
 Unit SN5 (6135/01) - Energy, Exercise and Coordination

Question Answer Mark

Number

1(a)(i) a (simple) form of learning / organism learns not to respond

to {repeated / eq} / stimuli / reference to changes at
synapses ; (1)

Question Answer Mark

Number

1(a)(ii) sea slug {ignores harmless / eq} repeated stimuli / idea of

still obtains oxygen / saves energy / prevents build up of
carbon dioxide ; (1)

Question Answer Mark

Number

1(b) 1. {neurones / synapses /eq} of both similar ;

2. sea slug’s behaviour modified by learning ;

3. simpler nervous system (so easier to study) ;

4. idea that there are fewer ethical issues ;

max
5. sea slug has large neurones, (easier to study) ; (2)

Question Answer Mark

Number

1(c) 1. sensory neurone {stimulated / eq} by {receptor /

sense organ / eq} ;

2. sensory neurones carries {impules / eq} to {relay /

motor / CNS / eq} neurone / {relay / motor / eq}
neurones receive impulse from sensory neurone ;

3. relay neurone {synapses / connects / eq} with

sensory and {motor neurones / lots of neurones} /
idea of allowing coordination of reflex ;

4. motor neurone {carries impulse / stimulates / eq} max

{effector / muscle / gland / eq} ; (2)

39
Question Answer Mark
Number

2(a) 1. hormonal coordination is {chemical / via blood}

whereas nervous coordination is electrical / along
axons ;

2. hormonal slow whereas nervous fast / eq ;

3. hormonal longer term action whereas nervous

short term / eq ;

4. idea that hormone action is widespread whereas max

nervous action is localised ; (3)

Question Answer Mark

Number

2(b)(i) polygenic / epistasis / non-allelic interaction /

mulitfactorial ; (1)

Question Answer Mark

Number

2(b)(ii) 1. more mitochondria for {aerobic respiration /

eq} ;

2. (slow twitch) have less sarcoplasmic reticulum

{Ca 2+ release / action potentials / muscle
stimulation} / eq ;

3. resistant to {fatigue / lactic acid build-up / eq} /

eq ;

4. extensive capillary network for continuous

oxygen supply / eq ;

5. more myoglobin for oxygen {store / release} /

eq ;
max
6. reference to having beneficial {genes / alleles} ; (3)

40
Question Answer Mark
Number

2(c)(i) 1. {unfair / competitive} advantage ;

2. may damage athlete / thrombosis / heart attack /

stroke / death ;
max
3. idea of unacceptable role model ; (2)

Question Answer Mark

Number

2(c)(ii) no point in banning a drug you cannot test for / eq ; (1)

41
Question Answer Mark
Number

3(a)(i) pyruvate / pyruvic acid ; (1)

Question Answer Mark

Number

3(a)(ii) 1. reference to phosphorylation ;

2. ATP is needed / eq ;
max
3. reference to enzyme ; (2)

Question
Number Answer Mark

3(b) 1. reference to involvement of 6C, (5C) and 4C

compounds ;

2. CO2 formed / reference to decarboxylation / eq ;

3. ATP formed / eq ;

4. reference to dehydrogenation ;

5. reduced {NAD / FAD / coenzyme} produced ;

6. reference to substrate level phosphorylation ;

7. idea of 4C compound used to regenerate 6C max

compound (which allows cycle to continue) ; (3)

Question
Number Answer Mark

3(c) 1. production of ATP ;

2. heat / maintain body temperature / {wasted /

lost} / eq ; (2)

42
Question
Number Answer Mark

4(a)(i) 1. any appropriate working ;

2. answer in the range 2.1 to 2.4 dm3 ; (2)

Question
Number Answer Mark

4(a)(ii) 1. {10 / 10.5} breaths in 30 seconds / (10 ÷ 30) x 60 ;

2. {20 / 21} breaths per min ; (2)

Question
Number Answer Mark

4(a)(iii) 1. {tidal volume / eq} lower at rest / converse ;

2. {breathing rate / eq} slower at rest / converse ;

3. credit correct comparative manipulation of max

figures ; (2)

Note
must be comparative statements

43
Question
Number Answer Mark

4(b) Describe:
1. before exercise, breathing rate constant ;

2. during exercise, breathing rate increases and

becomes {constant / eq} from {4.8 / 5} minutes ;

3. after exercise, breathing rate decreases to

{starting rate / eq} ;

Explanation:
4. reference to change in {CO2 / pH / eq} in blood ;

5. detected by chemoreceptors ;

6. in carotid / aorta / medulla / eq ;

7. reference to ventilation centre (in medulla) ;

8. idea of nerve connection to {intercostal muscles /

diaphragm} ;
max
9. reference to involvement of stretch receptors ; (5)

44
Question
Number Answer Mark

5 1. reference to rhodopsin ;

2. (rhodopsin ) {breaks down / bleaching / splits / eq}

retinal and opsin ;

3. (opsin) {attaches to / hydrolyses a molecule on}

{cation / ion / Na+} channels (in outer segment) ;

4. (cation) channels close ;

5. influx of Na+ decreases ;

6. (inside) cell {more negative/ hyperpolarised} ;

7. {neurotransmitter / glutamate} release stops ;

8. reference to synapse no longer inhibited ;

9. idea that (cation) channels in {post-synaptic

membrane / eq} {open / depolarised / action max
potential generated} ; (5)

45
 Unit SN6 (6136/01) - Synoptic paper

Question Answer Mark

Number

1(a) 1. (they published) the theory of evolution by

natural selection / eq ;

2. theory (appeared to) contradict prevailing

{creationist / Genesis / biblical / religious / eq}
point of view / eq ;

3. especially idea that humans evolved from

{primates / apes / monkeys / simpler organisms /
eq} ;

4. (theory required) Earth to be much older than

thought by most people at the time / eq ;

5. theory caused heated debate / eq ;

6. lack of knowledge of {genes / inheritance / eq} max

(at the time) ; (3)

Question Answer Mark

Number

1(b) 1. if a CREB gene does not work then (long-term)

memories cannot form / eq ;

2. (this is evidence) for role of nature in ability to

form memories / eq ;

3. {the act of learning / environmental factors /

stimulus / eq} turns on the genes / if you do not
learn anything genes are not activated / eq ;

4. (this is evidence) for the role of {nurture /

environment} in ability to form memories / eq ;

5. CREB genes needed to form new synapses ;

max
6. synapses store memories in the brain / eq ; (4)

46
Question Answer Mark
Number

1(c) Mark as a pair i.e. change & effect – maximum 2

changes

1. habitat destruction by humans /

deforestation / eq ;
2. effect on human population e.g. less water
available ;

3. climate change / global warming / eq ;

4. effect on human population e.g. flooding ;

5. overfishing / overstocking / overhunting /

eq ;
6. effect on human population e.g. loss of food
supply ;

7. named pollutant e.g. heavy metal ;

8. effect on human population e.g.
contaminated water ;

9. overcrowding / eq ;
10. e.g. more disease / lack of clean water max
supplies / eq ; (4)

47
Question Answer Mark
Number

1(d) Reason must be linked to agreement or disagreement

about Stephen Mobley’s defence.

If they disagree with his defence:

1. {environment / nurture} also effects {behaviour

/personality / genes} /eq ;

2. knowledge of {instinct /criminal tendency /eq}

can make it possible to {overcome /avoid
/override} that instinct / eq ;

3. we still have choices / free will despite influence

of genes / eq ;

If they agree with the defence:

1. his inherited genes from his criminal ancestors

caused him to commit murder ;

2. genes determine his personality / nature causes

his instinct /eq ;
max
3. genes prevent ‘free will’ / eq ; (2)

Question Answer Mark

Number

1(e) 1. if {young rats / pups} are groomed by their

mothers, {their DNA is not methylated /a methyl
group is not added to their DNA} ;

2. a receptor gene (in the hippocampus) responsible

for mediation of stress not affected / eq ;

3. groomed rats produce lower levels of stress max

hormones ; (2)

48
Question Answer Mark
Number

1(f) 1. twin studies help to quantify the relative

contribution of genes and the environment (in
determining a characteristic) /eq ;

2. {identical twins /twins with the same genes} have

80% correlation (in body mass) AND {fraternal
twins/non-identical twins} have {43% / less}
correlation (in body mass) ;

3. (therefore) both {genes / nature} and {the

environment / nurture} have an influence on body
mass ;

4. if identical twins show any differences it must be max

due to the environment / eq ; (2)

Question Answer Mark

Number

1(g) 1. gene {expression / transcription /induction} is

influenced by other {genes / proteins made by
other genes} ;

2. transcription factors are products of other genes /

eq ;

3. correct reference to {promoters / transcription

initiation complexes} ;

4. characteristics can be determined by {several

different genes / environmental factors /
polygenic /multifactoral} ;
max
5. correct reference to epistasis ; (3)

49
Question Answer Mark
Number

2(a)(i) 1. natural selection / survival of the fittest / eq ;

2. different selective pressures in each place /

evolved according to local environmental
conditions / eq ;

3. (random) mutations (in each place) / founder

effect ;

4. reproductive isolation / different species can not

inbreed / eq ;

5. geographical isolation / (sea is a) barrier to gene

flow / eq ;

6. (sea is a) barrier to exchange of pollen / seeds ;

7. reference to {allopatric/ eq} speciation ;

max
8. genetic drift / eq ; (4)

Question Answer Mark

Number

2(a)(ii) succession / colonisation ; (1)

Question Answer Mark

Number

2(a)(iii) reduced competition (from other plants) / eq ; (1)

Question Answer Mark

Number

2(a)(iv) limited genetic diversity / small gene pool / inbreeding /

less frequent mutations / eq ; (1)

50
Question Answer Mark
Number

2(b) 1. {characteristic of / phenotype of / round / purple

/ hairy} leaves are determined by genes / eq ;

2. because these characters are the same in both

soils / eq ;

3. {stem length / spacing of leaves} is

{environmental / affected by {soil / minerals}} /
eq ;

4. because these characters are different in both

soils / eq ;

5. {stem length / spacing of leaves} is caused by {soil max

/ edaphic} conditions rather than climate / eq ; (3)

51
Question Answer Mark
Number

2(c) 1. numbers (of Edmondston’s Chickweed) have been

declining since 1995 / the decline was steep 1996
to 2000 ;

2. the number of growing days has been increasing /

eq ;

3. growing days data very variable (trend difficult to

recognise) / not a long enough series of data to
establish long term trends / might be only short
term patterns / eq ;

4. possible increase in rainfall / pattern {not a very

clear one / inconclusive} ;

5. (according to Figure 5) the numbers (of

Edmondston’s Chickweed) have been very variable
(1978-2006 / over past three decade) ;

6. so {difficult / too early} to establish if there is a

long-term trend / eq ;

7. (according to Figure 6) plant data only comes

from one quadrat – may not be representative of
the whole site ;

8. no direct measurement of temperature / eq ;

9. (according to Figure 5) no data was collected

between 1996 and 2006 ;

10. no statistical evidence / eq ;

11. reference to other factors may affect growth ;

12. credit specific reference to data illustrating a

point or trend e.g. maximum growth does not
correspond with {maximum rainfall / maximum max
growing days} ; (4)

52
Question Answer Mark
Number

2(d) 1. allows observations on exactly the same area /

eq ;

2. allows comparisons year on year / eq ; (2)

Question Answer Mark

Number

2(e) 1. GPP = photosynthesis only / eq ;

2. NPP = photosynthesis – respiration / eq ;

3. temperature increases {metabolism / chemical

reactions / respiration} / reference to kinetic
effect ;

4. reference to enzymes (being effected by

temperature) ;

5. (temperature has) greater effect on respiration /

respiration going up faster than photosynthesis /
eq ;

6. photosynthesis limited by another factor (other max

than temperature) / eq ; (4)

53
3. While our biological understanding and medical technology may have advanced
considerably over the last 200 years, the art of balancing bodily fluids has been practised
for centuries.

‘Blood – The fluid of life’: Write an essay about the importance of blood and circulatory
systems.

Breadth: maximum of 6 marks Depth: maximum of 8 marks

These marks are to be These marks are awarded to candidates
awarded to the candidate if for demonstrating an understanding of
they successfully introduce the relevant A level biological detail
general area of Biology expanding on the areas of biology
relevant to the essay title. If introduced in A. This list is not
a relevant B point is awarded exhaustive but is designed to give an idea
then the corresponding A point of the type of response worthy of credit
should also be awarded. Key for a (B) mark.
ideas to look for are in bold Allow a maximum of 4 B marks per
type – the candidate need only corresponding A mark.
show evidence that he or she Indicate B1a to B10a on the script as
realises that key idea is appropriate
appropriate in the essay to
gain a breadth (A) mark.
Indicate A1 to A10 on the script
as appropriate

A1 Discussion/explanation of B1a Description of mass transport

why many animals/humans
have a heart and circulation B1b Discussion of limitations of diffusion to
provide an organisms needs

B1c Description of what is meant by blood

pressure and how it is involved in mass
transport

A2 Discussion of the role of B2a Structure of arteries and veins compared

blood vessels and related to their functions

B2b Structure of capillaries related to their

function in exchange systems

B2c Discussion of the advantages of a closed

circulatory system compared to an open
circulatory system

B2d Detailed description provided of the

different layers of tissue in the arteries
and veins related to their functions e.g.
tunica media, collagen and elastin fibres
etc.

54
A3 Discussion of the structure B3a Discussion of the double circulatory
and function of the heart system and why it is an advantage to
pump the blood twice for each complete
circuit of the body

B3b Good description of the structure of the

heart including 4 chambers, valves, etc –
may be included in a diagram

B3c Good description of the cardiac cycle

including diastole, atrial systole,
ventricular systole

B3d Description of the control of the cardiac

cycle including {SAN/eq} and AVN as a
minimum

A4 Discussion of the role of the B4a At least 3 named examples of materials

blood in transport around the carried around the body via the blood
body
B4b Role of blood in the endocrine system
explained with at least one example

B4c Good description of at least one

exchange network together with the
molecules exchanged and why e.g.
oxygen and glucose going into tissue fluid
for providing cells the things needed for
aerobic respiration, while removing
carbon dioxide for excretion in the lungs

B4d Description of how carbon dioxide is

carried in the blood including reference
to hydrogen carbonate

B4e Correct reference to the Bohr shift and

how it helps the release of oxygen from
haemoglobin in actively respiring tissues

A5 Description of the cells B5a Reference to red blood cells, white blood
associated with blood cells and platelets

B5b Description of how oxygen is carried in

red blood cells involving haemoglobin

B5c Description of the role of platelets in

blood clotting

B5d Discussion of the role of the bone marrow

/ stem cells in the production of new
blood cells

55
 B5e Discussion of the role of erythropoietin in
the stimulation of the production of more
red blood cells

A6 Description of the role of B6a Explanation of the role of negative

blood in homeostasis feedback in maintaining systems within
narrow limits

B6b Description of a control mechanism for

CO2 levels

B6c Description of the role of blood in the

distribution of heat and
thermoregulation, especially
vasoconstriction / vasodilation

B6d Osmoregulation /oedema related to role

of blood / blood pressure / damage to
blood vessels

B6e Reference to receptors in circulatory

system e.g. chemoreceptors

A7 Discussion of the role of the B7a Description of the blood clotting process
blood system in defence and including at least 2 of thromboplastin,
immunity prothrombin and fibrinogen

B7b Discussion of antibodies and how they

can affect antigens

B7c Description of how plasma cells are

produced and stimulated into producing
antibodies – include antigen activation
and role of cytokines

B7d Description of role of killer / cytotoxic T

cells

B7e Discussion of how immunity may be

acquired including the role of memory
cells

B7f Description of role of phagocytic blood

cells such as macrophages in the non
specific immune system / antigen
presentation / describe the role of blood
cells in the inflammatory response

B7g Reference to role of T helper cells and

cytokines

56
A8 Discussion about conditions B8a Clear description of atherosclerosis /
that can affect the health of blood clots leading to stroke / myocardial
the blood or circulatory infection / eq
system.
B8b Discussion of the potentially damaging
effects of high blood pressures and
conditions that can lead to high blood
pressure e.g. obesity / stress

B8c Discussion of inheritance of risk such as

hypercholesterolemia.

B8d Discussion of effect of diet / drugs on

balance / risk of atherosclerosis etc with
at least one clear named and explained
example

B8e Discussion about leukaemia and its

effects

B8f Discuss the importance of balancing LDL

and HDLs

B8g Haemophilia

B8h Auto-immune responses

B8i Description of the effect of blood loss

e.g. shock

B8j Sickle cell anaemia

A9 Discussion about medical B9a Discussion of at least one named drug

intervention and the and its effect on the blood e.g. warfarin,
heart/blood/circulatory aspirin, etc.
system.
B9b Discussion of surgery e.g. balloon
angioplasty, heart transplants, valve
replacements etc.

B9c Discussion of xenotransplantation as a

potential alternative to human donor
organs due to shortages of suitable
donors

B9d Discussion about lifestyle factors that can

be changed to reduce risk of CVD (do not
credit exercise here)

B9e Reference to blood donors saving lives.

B9f Blood used to test / research drugs / eq

57
A10 Discussion about exercise and B10a Discuss the benefits of exercise on the
the effects it can have on the cardiovascular system such as
circulatory system strengthening the cardiac muscle,
stimulating red blood cell formation,
reducing cholesterol levels etc.

Unpacking the question:

C1 Response shows a clear understanding that a circulatory system enables animals to

grow bigger and maintain a higher metabolic rate.

C2 Good description conveying a clear message that a healthy circulatory system is needed
for the health of the entire organism.

C3 Descriptions of the effects of the sympathetic and parasympathetic nervous systems on

the circulatory system.

C4 Clear description of tissue fluid formation and how tissue fluid is returned to the
circulatory system.

C5 Outline description of the lymphatic system and its roles in association with the
circulatory system.

C6 Response includes a clear comparison of the systemic and pulmonary circulatory

systems together with their roles.

C7 Response shows a clear understanding that control of the circulatory system enables
the body to respond to different demands placed upon it. E.g. in response to adrenaline
increased blood flow to muscles and brain, but decreased flow to digestive system enables
improved response to danger.

C8 Comparison between blood flow in veins and arteries, including how movement of blood
is achieved in veins.

C9 Clear description about how cardiac muscle is unique and different to skeletal and
smooth muscle, e.g. myogenic and does not fatigue.

C10 Importance of the coronary circulatory system to supply the cardiac muscle with what
it needs.

58
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 isn’t what candidates say but how they say it.

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 a collection of information which, although
relevant, tends to be disjointed and only partly attempts to synthesise information.
2 marks: A reasonably coherent account that includes satisfactory spelling, punctuation
and grammar, which tends to be disjointed. A 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. A candidate who has scored some marks (particularly in strand
A) for mentioning some relevant points may nevertheless fail to score marks in strand D if
he or she fails to form simple sentences.

Note that the maximum total mark which can be awarded is 20

59
4. In the absence of enzymes, chemical reactions in organisms would be too slow to sustain life.

‘Enzymes – The miracle molecules’: Write an essay about the structure and functions of
enzymes.

Breadth: maximum of 6 marks Depth: maximum of 8 marks

These marks are to be awarded to These marks are awarded to
the candidate if they successfully candidates for demonstrating an
introduce the general area of understanding of relevant A level
Biology relevant to the essay title. biological detail expanding on the
If a relevant B point is awarded then areas of biology introduced in A. This
the corresponding A point should list is not exhaustive but is designed
also be awarded. Key ideas to look to give an idea of the type of response
for are in bold type – the candidate worthy of credit for a (B) mark.
need only show evidence that he or Allow a maximum of 4 B marks per
she realises that key idea is corresponding A mark.
appropriate in the essay to gain a Indicate B1a to B11 d on the script as
breadth (A) mark. appropriate
Indicate A1 to A11 on the script as
appropriate

A1 Description of enzymes as B1a Lower activation energy

catalysts

B1b Provide alternative reaction pathway

(via enzyme/substrate complex)

B1c Speed up reactions without being used

up themselves

B1d The presence of an enzyme does not

alter the nature or properties of the
end products of the reaction

B1e Enzymes are very efficient: a very

small amount of enzymes brings about
the change of a large amount of
substrate.

A2 Enzymes are proteins B2a Globular proteins

B2b Hydrophilic {R groups/eq} on outside

of the protein and inside active site
enable enzymes to work in aqueous
solutions

B2c Most enzymes are far larger than the

substrates they act on

B2d Good description of levels of protein

structure and shape provided

60
A3 Mechanism of enzyme action B3a Enzymes are specific to their
substrate due to the shape of their
active site

B3b Correct description of lock and key

hypothesis of enzyme action

B3c Correct description of induced fit

hypothesis of enzyme action

B3d Evidence for enzyme action has come

from X ray crystallography and/or
computer assisted modelling

A4 Factors affecting the rate of B4a pH and temperature

enzyme reactions
B4b Substrate concentration and enzyme
concentration

B4c Rate of reaction is measured by the

amount of substrate changed, or
amount or product formed, during a
period of time

B4d Description of temperature coefficient

Q10

B4e Temperature affects kinetic energy of

molecules and shape of the protein /
can denature the enzyme

B4f Explanation that changes in pH alter

the ionic charge of acidic and basic
groups of amino acids and therefore
effect ionic bonding in the enzyme

B4g Small changes in pH may produce

reversible changes in the shape of the
active site, larger changes will
produce permanent denaturation

B4h Enzyme/substrate concentrations (and

kinetic energy) effect number of
collisions and therefore number of
enzyme/substrate complexes formed

B4i Enzyme inhibitors mentioned

B4j Good description of competitive or

non competitive inhibitors provided

B4k Reference to role of coenzymes /

cofactors

61
A5 Role of enzymes in B5a Role of coenzymes described for
respiration/photosynthesis photosynthesis or respiration e.g.
NAD, NADP, Coenzyme A

B5b Most enzymes associated with

respiration and photosynthesis are
found packaged into a specialised
organelle to increase their
concentration

B5c Matrix of mitochondria / stroma of

chloroplast

B5d Calvin cycle / glycolysis / Krebs cycle

/ link reaction enzyme controlled

B5e Example of specific action of a named

enzyme within photosynthesis or
respiration e.g. ribulose bisphosphate
carboxylase (Rubisco), alcohol
dehydrogenase, glucose isomerase,
decarboxylase enzymes,
dehydrogenase enzymes

B5f Reference to ATPase / chemiosmosis

A6 Role of enzymes in B6a Helicase in DNA replication

replication/transcription/cell cycle
B6b DNA polymerase needed to synthesise
new DNA strand in replication

B6c DNA ligase used to fill in gaps on one

of the newly synthesised DNA strands

B6d RNA polymerase needed to make RNA

in transcription

B6e Enzymes needed to load tRNA

molecules with amino acids

B6f Enzymatic action of ribosomes forms

peptide bonds between amino acids in
translation

B6g Active CDK stimulates mitosis in the

cell cycle

B6h Reverse transcriptase / integrase in

retrovirus replication

62
A7 Role of enzymes in B7a Role of enzymes in the digestive
anabolism/catabolism of other system described
biological molecules e.g. digestion
B7b Specific examples of at least 2
digestive enzymes mentioned

B7c Role of enzymes in forming bonds by

condensation reactions to build up
biological molecules e.g. starch/
cellulose/ glycogen/ proteins, etc.

B7d Describe digestion of food as an

example of a hydrolysis reaction.

B7e Role of enzymes in germinating seeds

described

B7f Role of enzymes in decomposition

B7g Role in autolysis of cells

B7h Role of ATPase in hydrolysis of ATP in

muscle contraction

B7i Role of enzymes in acrosome reaction

A8 Role of enzymes in gene technology B8a DNA polymerase needed for PCR

B8b Restriction enzymes used to cut DNA

B8c Ligase used to join strands of DNA

together e.g. making recombinant
DNA for genetic modification, gene
therapy, etc.

B8d Cellulases used to make plant

protoplasts for genetic modification

B8e Reverse transciptase

B8f Integrase

A9 Other Industrial applications of B9a Biological washing powders/stain

enzymes removers

B9b Used in brewing e.g. malting/mashing

process

B9c Predigest baby foods e.g. trypsin

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 B9d (B galactosidase/lactase) used to
digest lactose in milk for lactose
intolerance

B9e (Cellulases/pectinases) to produce

fruit juice

B9f (Rennin) to make cheese

B9g Meat tenderisers

B9h (Amylases) used to make syrups from

starch

B9i (Glucose isomerase) converts glucose

into fructose for high sweetness but
low calorific values

B9j Used in paper industry

B9k Cellulases used to break down

cellulose into sugars for the biofuel
industry.

B9l Proteases used in contact lens

cleaners to remove proteins and
prevent infections

B9m (Proteases) used to reclaim silver from

photographic film

B9n Reference to immobilisation of

enzymes

A10 Role of enzymes in controlling B10a Enzymes break down

synapses neurotransmitters at synapses (to
prevent continuous activation of the
synapse)

B10b Drugs may affect synapses by

blocking/inhibiting the action of the
enzymes that breakdown the
neurotransmitter

B10c Example e.g. acetylcholinesterase

B10d Reference to condition caused by an

imbalance of neurotransmitter if
linked to enzymes activity e.g.
Parkinson’s disease

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A11 Enzymes associated with the B11a Lysozyme to digest cell walls in
immune system bacteria in tears, etc.

B11b Role of enzymes in blood clotting e.g.

thromboplastin, thrombin

B11c Proteases released by {killer /

cytotoxic} T cells to destroy infected
cells

B11d Hydrolytic enzymes used by

phagocytic white blood cells to
destroy pathogens etc

Unpacking the question:

C1 Reactions can take place at a high rate at a temperature suitable for living organisms
due to action of enzymes.

C2 Enzymes often work together in metabolic pathways, where the reactions proceed in a
controlled manner due to the specific nature of the enzymes.

C3 Mutations in genes can alter the structure of the protein made, effecting {the tertiary
structre/ 3D shape} and therefore may change the active site and function of an enzyme.

C4 Description of lac operon to convey the control of enzyme production by the substrate
it acts on.

C5 Coenzymes act as cofactors but do not remain attached to the enzyme between
reactions e.g. NAD, coenzyme A

C6 Some enzyme pathways are regulated by the products they produce – end- product
inhibition or negative feedback inhibition.

C7 Homeostasis is vital in the body to maintain optimum conditions for enzyme activity.

C8 Enzymes are adapted to have optimums corresponding to the position of the enzymes
activity e.g. pepsin optimum pH ~2.

C9 Bacteria thrive in a wide range of environments and therefore their enzymes may work
in environmental extremes as well, making them useful for industrial applications.

65
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 isn’t what candidates say but how they say it.

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 a collection of information which, although
relevant, tends to be disjointed and only partly attempts to synthesise information.
2 marks: A reasonably coherent account that includes satisfactory spelling, punctuation
and grammar, which tends to be disjointed. A 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. A candidate who has scored some marks (particularly in strand
A) for mentioning some relevant points may nevertheless fail to score marks in strand D if
he or she fails to form simple sentences.

Note that the maximum total mark which can be awarded is 20

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