BIOLOGY 7401/1 Paper 1 Mark scheme

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 Examiner. 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. 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. Question Marking Guidance Mark Comments 01.1 B: is hydrolysed in the ileum and a product of this hydrolysis is found in micelles; A: is formed by a condensation reaction between two α-glucose molecules; C: is formed by the action of DNA polymerase; B: gives a positive result in an emulsion test; 4 (4 x AO1) Question Marking Guidance Mark Comments 01.2 1. Facilitated diffusion of amino acid (into cell when higher concentration in lumen); 2. Co-transport; 3. Sodium ions actively transported from cell to blood/capillary/tissue fluid; 4. Creating sodium ion concentration/diffusion gradient; 5. Facilitated diffusion of amino acid into blood/capillary; 4 max (4 x AO1) 1. and 5. Accept diffusion via channel/carrier proteins for ‘facilitated diffusion’ 3. Accept ‘pumped’ for transported 3. and 4. Accept Na+ for sodium ion(s) 3. and 4. Max 1 if ions not mentioned Question Marking Guidance Mark Comments 02.1 1. RNA/rRNA; 2. Protein; 2 (2 x AO1) Reject tRNA and mRNA Ignore amino acids Question Marking Guidance Mark Comments 02.2 1. DNA has deoxyribose, mRNA has ribose; 2. DNA has thymine, mRNA has uracil; 3. DNA long, mRNA short; 4. DNA is double stranded, mRNA is single stranded; 5. DNA has hydrogen bonds, mRNA has no hydrogen bonds OR DNA has (complementary) base pairing, mRNA does not; 4 max (4 x AO1) Must be comparisons Ignore splicing/introns 4. Accept ‘double helix’ for ‘double stranded’ and ‘single helix’ for ‘single stranded’