6bimmunity Mark

Name: _______________________________________________
6B Immunity Legacy MS
Date:
Time:
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Total marks achieved: ______

Examiner's Report
Q1.
The multiple choice questions in this paper were generally answered quite well and there was no one distractor that was consistently chosen incorrectly.
This question did not cause problems to the students who read the question properly and offered a reason that did not simply repeat the stem of the
question.
Students know the part of the specification concerning hospital codes of practice very well, so part (d) scored well provided the response concerned the
use of antibiotics and not other aspects of hospital practices.
Q2.
(a)(iii)
Results Plus: Examiner Comments
The majority of candidates had no problem in describing this data. A number of very good descriptions, such as this one, were seen.
Results Plus: Examiner Tip

Always quantify at least one of your points when describing data from either a graph or a table. You must give the units as well.
You are expected to have a calculator in the exam so use it - the values must be exact and not approximations.
(b)(ii)

This proved to be one of the more challenging questions; very few candidates really understand the role of antibodies in the immune
response. This is an example of one of the few good responses that we saw.
This response is far more typical of the responses that we saw. Many candidates simply stated that antibodies fight the bacteria or
the infection, as seen in this response. We also saw a lot of antibodies 'killing' the bacteria.

Antibodies bind to the pathogens so that they clump together to prevent them from moving through the tissues so rapidly
(agglutination). The antibodies also bind to the phagocyte joining the pathogen to the phagocyte (opsonisation). These together
enhance phagocytosis resulting in the phagocyte destroying the pathogen.
Q3.
Part (b) was probably the question that was answered the best. We saw some really good accounts of a microbiology investigation, with the
stronger students focussing on testing the combination of antibiotics that the question required. What was really pleasing was the number of
students who were describing how the bacteria should be spread on agar; in the past the bacteria have been spread directly onto the Petri
dishes.
The majority of students found the two calculations very straightforward.
Q4.
(a)
Introduction
Candidates are now very confident in describing the role of plasma cells and the antibodies that they produce. Some very good responses
were seen.
This candidate clearly had a good understanding of the importance of antibodies.

Antibodies enhance phagocytosis; they do not actually destroy the pathogen themselves.
(b)
Introduction
Candidates have clearly been taught a definition of pluripotency in the context of the blastocyst but clearly do not realise there are pluripotent
cells anywhere other than in the blastocyst.
This candidate applied their knowledge to the context of the question.
This response was seen on many occasions.

When you see the command word 'suggest' you must apply your knowledge to the context of the question and not just recall what
you have been taught.
(c)
Introduction
This question discriminated very well. The better responses gave detailed responses that contained specific A2 knowledge. The weaker
candidates gave vague responses that did not demonstrate any of A2 course content.
Many candidates used up valuable time repeating the stem of the question before actually writing their answer.
This response illustrates our first three mark points.
A good response given here, illustrating mark points 5, 7, 8, 1 and 2.
A large proportion of candidates repeated the stem of the question before writing their answer.

Do not waste time repeating the stem of the question. Just give enough information so that we know what you are referring to.
(di)
Introduction
Responses to this question were disappointing; we saw a lot of vague responses that simply stated that the samples would be looked at and
compared to the patient's cells
This is an example of the quality of response that we were hoping for.

This is a more typical example of the responses that we saw.

If we are asking you for two things and there are two marks then you need to specifically address both aspects separately to gain full
marks.
(dii)
This is an example of a good response.
This is an example of a response that is far too vague.

If you see the command word 'suggest', your answer needs to be given in the context of the question; you need to use the
information that we have given you to answer the question.
Q5.
Part (a) Candidates demonstrated a good knowledge of the structure of the membrane but some account were too vague as it was not clear
exactly where the cholesterol and glycoproteins were positioned in the membrane.
Some very good responses were seen explaining the importance of the macrophage cell membrane in both the non-specific response and
the immune response. Although candidates knew about the role of opsonisation, few appreciated that there must be receptors for antibodies
on the macrophage membrane.
Part (b) The less-able candidates could describe the roles of the Golgi apparatus and lysosomes but only the more-able candidates
answered the question in the context of the macrophages. There was also some confusion between lysosomes and lysozymes, not
unexpectedly.
Q6.
Part (a) A mixture of responses was seen for this question. Some candidates had read the information given to them and identified the
domain as Eukarya but others identified a fungus as a microorganism and named the domain as one of the others.
Part (b) This trio of MCQs elicited the range of responses that we had anticipated. Most candidates knew that the cell membrane would be
found in both types of organisms but were less confident in where chloroplasts and ribosomes would be found.
Part (c) This MCQ saw a range of responses, again not unexpectedly.
Part (d) Candidates clearly knew that antibiotics affected bacteria and not viruses. The moreable candidates used the information given them
to explain why antibiotics may not affect fungi. Part (ii) caused few problems with many candidates scoring all three marks. Our first mark
point was rarely seen as candidates still struggle with giving their responses in the context of the question, which is something that they are
really going to have to learn to do on the new spec. We also saw quite a few responses where the bacteria were described as being spread
onto the petri dish, instead of agar.
Q7.
(a)
Introduction
Candidates are now very familiar with this part of the spec and this question caused very few problems, even to the weaker candidates.
A typical response.
(b)
Introduction
This question did not cause too many problems to candidates.

A typical response.

Quite often the questions at the start give clues to the answers expected in later parts of the question – look out for them.
(ci)
Introduction
Candidates who realised that there were two halves to this question scored well.
This was a reasonable answer, typical of many responses that we saw.

If there are two parts to a question e.g. 'before and after' then both parts have to be commented on in your answer.
Mark points 1 and 2.

Although this candidate has tried to explain what happens after the antibiotics have been taken, they have focussed on what will not
happen and not what will happen.
(cii)
Introduction
This question was quite discriminating as this is a rarely tested spec point, especially in a new scenario. Not surprisingly it was quite
discriminating.
This was an example of the few high-quality responses that we saw.
(ciii)
Introduction
Unfortunately too many candidates did not read the question carefully enough and simply churned out previous mark schemes, points from
which were not actually applicable.
This was an example of points that were applicable to the scenario of the question.
Mark point 1 could be awarded. Reference to narrow spectrum antibiotics was not relevant to the context of the question. Reference
to finishing the course was not applicable to the context of the question.

Although the mark schemes from past papers are very useful in preparing you for the exam, you must remember to apply them to
the context of the question and not simply regurgitate them.
This is an example of an answer that was too vague for mark point 1 - this is A2.
(d)
Introduction
Mixed responses were seen here.

This is an example of what we were hoping for.

If you are struggling to work out the answer to a question, try and remember what you have been taught and try to apply this
knowledge to the question.
Q8.
(b) (ii)
We have asked this question before and candidates who had used past paper mark schemes to prepare for this exam, scored well.
Mark points 2, 3, 4 and 5 could all be awarded for this response. Mark point 1 was not awarded as we wanted to know what was
injected.
We did not accept vaccines that contained dead virus. Viruses are not alive therefore they cannot be killed.
(c)
Many candidates picked up on the fact that we were examining them on the action of antibiotics on bacteria. Some went on to explain how
antibiotics affect these cells. Although not relevant to this question, we saw several details on how cells become cancerous; candidates have
clearly learnt their AS content for any synoptic questions that might appear on this paper.
Both marks could be awarded for this very detailed response.

We did see responses where candidates had got confused between antibiotics and antibodies, such as in this one.

Whenever you see a question about either antibiotics or antibodies, pause before you start writing to double check that you are
writing about the correct term. Candidates do muddle up these terms. Remember: our bodies produce antibodies.
(d)
Very few blank responses were seen to this question suggesting that candidates had sufficient time to complete this paper. All our mark
points were seen but very few candidates went into enough detail to be awarded four marks. A number of candidates commented that broad
spectrum antibiotics and combinations of antibiotics were examples of mis-use of antibiotics. Although these will lead to an increase in
resistance, their use is necessary in certain instances and therefore cannot be accepted as examples of mis-use.
This response could be awarded mark points 2, 4 and 5. One of the few examples where candidates tried to give enough detail for
four marks.
Always look at the mark allocation to help you plan your response to make enough points to answer the question in sufficient detail.
Q9.
(a)
A surprisingly high number of candidates think that all viruses behave like HIV. We saw lots of accounts of reverse transcriptase being used
to make a DNA copy of the RNA and integrated into the host DNA to form a provirus using integrase, and then the DNA being transcripted
into mRNA. We did not penalise these candidates for subsequent descriptions of protein synthesis, but it did mean that they could not access
the RNA synthesis marks.
This candidate had clearly looked very carefully at the diagram and applied their knowledge to the synthesis of polio virus particles.
We awarded mark points 8, 1, 7, 3, 4, 5 and 2.

If a question has been set in an unfamiliar context, you are expected to apply your knowledge not write about something you have
not been taught. Identify the topic of the question, look carefully at the information that you have been given and then try and put
your answer together.
(b)(i)
A range of answers were seen in response to this question. There were a number of candidates who clearly knew the meaning of the term
but could not express themselves clearly enough.
We did award this response all three marks. We had hoped to award a mark point for the word 'injection' but so many candidates
referred to 'giving' the vaccine, that we loosened the mark point.
Generally speaking there will be a mark for each word in the term that is being defined. Therefore ensure that you explain each
word. In this case you had to say what artificial means, what active means and what immunity is.
(b)(ii)
Candidates did identify that we were really after a description of the primary immune response, resulting in the production of memory cells
and long-term immunity. However, a large number launched into a straightforward recall of previous mark schemes without actually
answering this specific question.
There were a number of candidates who thought T helper cells became T killer cells and B cells following antigen presentation by the
macrophages.
This candidate had clearly considered the context of the question and then applied their knowledge to this context, scoring five of our
seven available mark points.
Past paper mark schemes are very useful in helping you prepare for an examination as they will help you realise the level of detail
and wording that you are expected to have at this level. However, you must apply these mark schemes to the context of the question
in front of you.
Remember that viruses are not alive, therefore our cells cannot kill them.
Q10.
(a)
Some very good responses were seen to this question; candidates have good knowledge of histamines and their role, even though this
borders on the edge of what is expected by the specification. Marks were not achieved by candidates who thought that vasodilation occurred
in veins and capillaries, or that the arteries and veins became more permeable.
This response illustrates all three mark points.

Make sure you are clear about the structure, properties, and functions of capillaries, arteries, and veins.
(b) (i)
The question asked for the meaning of the term antibiotic on several occasions and this was evident from the responses seen. A few
candidates confused antibiotic with antibody.
(b) (ii)
This question caused few problems for candidates except for those who used the expression 'immune' instead of 'resistant'.

All three mark points are illustrated here.

Another way of expressing the three mark points.
(c) (i)
The answers seen prove that candidates have learnt to include pivotal points in their descriptions of data.
Both mark points are expressed in this answer.

Use the mark allocation to help you estimate how much to write. Although you will not lose marks for writing too much, you may run
out of time to complete the paper.
(c) (ii)
Candidates coped well with this unfamiliar context. Both mark points were seen but few candidates actually included them both in their
answer.

This candidate did explain both aspects of the data.

Look at the data and mark allocation to help you structure your response. If the graph is showing two different pieces of data and
there are two marks allocated for the question, you will be awarded one mark for an explanation of each data trend.
Q11.
No Examiner's Report available for this question
Q12.
Students know the sequence of events that take place during inflammation but students must write responses that actually answer the
question − part (a) was asking what would happen if inflammation was reduced and not what would happen if it took place.
Students should be encouraged to read the question carefully to pick out what we are actually asking for. In part (c) we tell them that the
transplanted organ is destroyed by T killer cells. The answer requires an account that starts with the reduced activity of the T helper cells and
ends with the transplanted organ not being destroyed i.e. no activated T killer cells to release the perforins, so no chemicals to destroy the
transplant cells.
Q13.
(a) (i)
A wide range of responses was seen to this question ranging from those who wrote everything they knew about interferons, without using the
information in the diagram, to those who systematically discussed each component of the diagram.
This response was awarded mark points 3, 1, 6 and 7.
This response was awarded mark points 2, 5 and 6.
This response is an example of an answer given by a candidate who has probably seen the term 'interferon' and simply written
everything that they knew.

It is really important to read the question very carefully and then apply your knowledge to the context of the question. Do not skim
read the question, word-spotting terms you recognise and then writing everything that you know.
(a) (ii)
Some very good responses were seen to this question.

This response illustrates all four of the mark points, in the order 2, 1, 3 and 4.

It can be an idea to give specific examples in your answer, particularly if you have made fewer points than there are marks available.
(b)
Candidates who had prepared themselves thoroughly for this exam, using past paper mark schemes, scored well on this question. It was
direct recall.
This candidate clearly understands the immune response at the level we would expect. The mark points illustrated are 3, 1, 2, 4 and
5.

Mark schemes from past papers will help you judge the level of detail that you are expected to know but you may need to apply the
knowledge to the context of the question. This was not necessary in this particular question. Also, remember that viruses are non-
living so cannot be killed. Although this is not the case in this particular response we did see this comment in a number of the
responses.
Q14.
a(ii)
Candidates who read the question knew that mitosis would increase the number of T killer cells and some would continue their response and
give mark point 2. Mark point 3 was less frequently seen.
There were a number of candidates who clearly word spotted, saw mitosis and wrote about B cells dividing so that they could form lots of
plasma cells to produce antibody. These candidates had obviously seen one of our earlier papers.
This candidate scored mark point 1 and 2. We saw quite a few references to 'easier' phagocytosis by those candidates who did
attempt the idea of mark point 3.

Something becoming 'easier or 'more efficient' is quite often too vague so always consider if you need to be more precise.
(a)(iii)
Candidates have a good understanding of how host-infected cells are destroyed by T killer cells.

This is a good example of some of the excellent responses that we saw for this question.
(b)(i)
Candidates are used to being asked about the role of macrophages in phagocytosis or antigen presentation. This slightly different approach
to the role of macrophages did throw some candidates. We read about macrophages presenting antigen directly to the T killer cells and how
T helper cells become T killer cells following antigen presentation.
This candidate was not put off by this different approach to the role of macrophages.
(b)(ii)
Candidates clearly appreciated that macrophages play a role in virus destruction by engulfing them. However, as we have seen in the past,
there are several candidates who write about the virus being killed.
This response was awarded mark points 1 and 2. These points were made by candidates more frequently than the third point on our
mark scheme.
Q15.
(a)
It was very encouraging just how many candidates appreciate that the structure of HIV is not common to all viruses. There were some very
detailed and accurate responses.
This response illustrates mark points 3, 1, 4 and 5.

It is a good idea to try and make one more statement than the number of marks allocated to the question, just in case you make a
mistake or in case what you consider is credit worthy does not appear on the mark scheme.
Another example of an accurate and clear response, this time illustrating mark points 1, 5, 3 and 6.
There were a few candidates who were confusing the capsule found on Mycobacterium tuberculosis with the viral envelope, as is the
case here.
(b) (i)
Although we were pleased that many candidates knew that viruses have different structures, we were a little taken aback by the number of
candidates who clearly think that all viruses replicate in the same way as HIV. We saw lots of references to latency, lysogenic cycle and DNA
being incorporated into the host cell genome. Such a clear miss-understanding negated the marks.
This is an example of the type of response that we were hoping for.
This is more typical of the responses that we did see to this question.
(b) (ii)
We saw variable responses to this question with most candidates picking up a mark. Mark point 3 was awarded least frequently.
(c)
The majority of candidates knew that interferons inhibit viral replication, but few were clear on the mechanism of this inhibition.
This response demonstrates all three of our mark points.
(d)
Candidates sitting this IAL paper always seem to do well on the extended recall immunology-based questions. It is clear that past paper mark
schemes have helped them prepare for these questions. However this question caught out the candidates who simply wrote everything that
they knew about the humoral response and did not look carefully at the question to identify the emphasis of the question. We really wanted to
know about the delay and a candidate's response had to address this to access all four marks.
This candidate has identified the emphasis of the question and addresses it immediately. The account is clear and accurate and full
marks can be awarded.

When describing the humoral response always make it clear that the B cells differentiate into plasma cells and that is the plasma
cells that are producing the antibodies.
This candidate has described the humoral response first and then at the end of the account linked the events in with the delay. Full
marks awarded.
This is a pretty good account which makes at least 4 of the points that are on our mark scheme. However it does not actually answer
the question to explain why there is a delay so was limited to a maximum of three marks.
Read the question carefully and make sure that you are actually answering it; do not simply write everything that you know about a
topic.
Mark Scheme
Q1.
Q2.
Q3.
Q4.
Q5.
Q6.
Q7.
Q8.
Q9.
Q10.
Q11.
Q12.
Q13.
Q14.
Q15.

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Results Plus: Examiner Tip

Results Plus: Examiner Comments

Results Plus: Examiner Tip

The majority of students found the two calculations very straightforward.

Results Plus: Examiner Tip

Results Plus: Examiner Tip

Results Plus: Examiner Tip

Results Plus: Examiner Comments

Results Plus: Examiner Tip

Results Plus: Examiner Tip

This question did not cause too many problems to candidates.

Results Plus: Examiner Tip

Results Plus: Examiner Tip

Results Plus: Examiner Tip

Results Plus: Examiner Tip

Mixed responses were seen here.

Results Plus: Examiner Tip

Results Plus: Examiner Comments

Results Plus: Examiner Tip

Results Plus: Examiner Tip

Results Plus: Examiner Tip

Results Plus: Examiner Comments

Results Plus: Examiner Comments

Results Plus: Examiner Tip

Results Plus: Examiner Comments

Results Plus: Examiner Tip

Results Plus: Examiner Tip

Some very good responses were seen to this question.

Results Plus: Examiner Tip

Results Plus: Examiner Tip

Results Plus: Examiner Tip

Results Plus: Examiner Comments

Results Plus: Examiner Tip

Results Plus: Examiner Tip

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