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Mark schemes
(a) Vegetation consists mainly of low growing species / herbs / annuals / no / few trees;
1.
Species X has high rate of photosynthesis at high light intensity;
Do not credit Species X is first tree

Species X grow fastest at high rate of photosynthesis / at high light intensities and will
outcompete other species Y / Z;
3

(b) Produces shade / reduces light intensity;

Species Z grows best / photosynthesis best / in low light intensity /

Species Z does not grow well / low rate of photosynthesis in high light intensity;
Accept answers in terms of CO2 absorption
2
[5]

(a) Interspecific (competition);

2. 1

(b) 1. Reduces growth rate (of both Paramecium caudatum and

Paramecium aurelia);

2. Reduces (maximum) number / reduces (maximum) population

size (of both P. caudatum and P. aurelia);

3. P. caudatum decreases (after 4 days) / P. caudatum does not

level out;
Accept suitable use of data in mp1, 2 and 3
3

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 (c) (P. aurelia and P. caudatum occupy the same niche)

(Yes)
Two organisms can’t occupy same niche / competitive exclusion principle / ( P. aurelia and
P. caudatum) competing for same resources / P. caudatum driven to extinction;

(No)
Grown in lab, so don’t know normal role within habitat;

OR

Could be due to another named factor;

OR

Only carried out for 16 days;

OR

No information about what (P. aurelia/P. caudatum) eat;

(P. aurelia produces a toxic waste product that kills P. caudatum.)

(Yes)
Takes few days before P. caudatum starts to decrease so could be build-up of toxin;
OR
Increase in P. aurelia population causes decrease in P. caudatum population;

(No)
No evidence of toxin / correlation doesn’t mean cause;
Allow other sensible suggestions
4
[8]

(a) Ulva lactuca;

3.
Reject: Ulva on its own
Accept: lactuca on its own
Accept: Incorrect spelling
1

(b) (i) Difficult / too many / too many to count / individual organisms not identifiable /
too small to identify / grows in clumps;
Neutral: easier / quicker / representative / more accurate, unless
qualified
1

(ii) Any described feature of concrete eg texture / flat / composition chemicals /

nutrients etc;
Neutral: not natural / man made / are different, without further
qualification
1

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 (c) 1. Pioneer species / Ulva increases then decreases;
1 and 4. Growth / reproduces = increases. Dies = decrease

2. Principle of a species changing the conditions / a species makes the conditions

less hostile;
2. Accept description of change in conditions eg
soil / humus forms, nutrients increased

3. New / named species better competitor / previous / named / pioneer species

outcompeted;
Pioneer species grows, dies and forms humus = 2 marks
G. coulteri / Gelidium outcompetes other / named species = 2
marks

4. G. coulteri / Gelidium increases and other / named species decreases;

4
[7]

1. Growth of algae / surface plants / algal bloom blocks light;

4.
2. Reduced / no photosynthesis so (submerged) plants die;

3. Saprobiotic (microorganisms / bacteria);

3. Accept: Saprobiont / saprophyte / saprotroph
3. Neutral: decomposer

4. Aerobically respire / use oxygen in respiration;

5. Less oxygen for fish to respire / aerobic organisms die;

[5]

(a) more proteins / amino acids / more DNA / nucleotides / nucleotide derivative;
5. increased cell division / number of cells formed;
2

(b) reduced light / shading;

less photosynthesis;
2

(c) 1 bacteria / fungi feed on dead matter saprobiotically;

2 respiration uses up oxygen;
3 converts proteins to amino acids;
4 then to ammonium compounds;
5 nitrifying bacteria convert ammonium compounds;
6 via nitrates;
6

(d) lower species diversity / number of species;

species tolerant to low oxygen thrive / species requiring high oxygen
die out;
2
[12]

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 (i) Population is the total number of organisms / individuals of a
6. species / tigers in an area (at a given time);
1

(ii) (Deforestation involves) habitat destruction / destruction of niches;

Some prey animals move out or die / fewer suitable prey for tiger /
less food for tiger; Reduces tiger population if prey biomass
falls below 600 (tonnes per km2);
3
[4]

(a) To provide carbon dioxide / so carbon dioxide is not limiting;

7. 1

(b) Removal of (sodium) hydrogen carbonate / removal of CO2;

Reject oxygen produced increases pH
1

(c) 1. Correct difference in rate of 0.08;

2. Percent per minute / % min–1;

Accept % / min(ute) or % per min(ute) or percent per min(ute)
2

(d) 1. (Tube 2) higher light intensity / brighter light;

Accept converse for tube 1
Not just more light

2. (Tube 2) more photolysis (of water);

Accept converse for tube 1
Accept description of photolysis
2

(e) (Level off / plateau)

CO2 concentration becomes limiting factor / (sodium) hydrogen

carbonate used up / carbon dioxide used up;
1

(f) 1. (Percentage of oxygen) decreases / oxygen concentration

decreases / line goes down;

2. (In the dark/no light) so only (aerobic) respiration;

Do not allow anaerobic respiration
2
[9]

(a) 1. Peaks at 420-430 and 660-670;

8.
2. No absorption of light between approximately 500 and 600;

3. Highest peak at 420-430;

2 max

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 (b) 1. Less (light) energy passes through leaves / reaches ground;

2. Smaller range of wavelengths passes through leaves;

Accept reference to only green (and yellow) light pass through

3. Little light for chlorophyll to absorb;

Accept carotenoids can absorb this light

4. So insufficient photosynthesis (for growth);

Sufficient photosynthesis for plants with carotenoids

5. Photosynthesis unlikely to exceed respiration;

3 max

(c) 1. Light not limiting / lots of light (as no shading);

2. Light-dependent reaction not limiting / fast;

OR

3. Temperature not limiting / Warm (as no shading);

4. Fast reactions of enzymes in light-independent reaction;

OR

5. High use of CO2;

6. Light-independent reaction is limiting;

Mark as a pair
2
[7]

(a) Sodium ions actively removed/pumped out (by sodium-potassium pumps);

9.
Potassium ions diffuse (out) more rapidly (than sodium ions in)
/membrane more permeable to potassium ions (than sodium ions);
Reject sodium/potassium once. Allow active transport by pumps.
Allow Na+/K+ for both.
Idea of more potassium sufficient for comparison.
2

(b) Stretch mediated sodium gates/channels open;

Sodium ions move in/membrane depolarised;

2

(c) 125%;

Correct readings from graph from 40 to 90;

125% scores 2 marks
Allow reasonable readings divided by 40 × 100 for 1
2

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 (d) Action potentials/impulses jump from node to node/depolarisation only occurs at
nodes/saltatory conduction;

Fewer jumps/depolarisations needed to travel the same

distance/length of axon;
2

(e) Greater pressure results in greater deformation of layers/membranes/lamellae in the

pacinian corpuscle/more sodium channels open;

Greater pressure produces a higher frequency of action

potentials/impulses;
2
[10]

(i) no (photo)receptor cells at Y / no rods and cones;

10. 1

(ii) X has many / only cones / more cones than Z;

which each synapse to a single neurone / bipolar cell / no
retinal convergence;
OR
Z has mainly rods / more rods than cones;
which share / converge on neurones / bipolar cells;
2
[3]

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Examiner reports
This question was directly related to the section on succession and required candidates to
1. interpret data relating to a specific situation. Many responses reflected poor examination
technique with candidates persistently failing to follow the instructions given and make use of the
graph.

(a) Candidates should be encouraged to take time to understand data given in the form of
graphs or tables before attempting the questions. It appeared to the examiners that many
considered the figure to represent data that they had previously encountered, and
interpreted it as representing changes in population with time. Better candidates were,
however, able to recognise that Species X had a higher rate of photosynthesis at higher
light intensities and some were able to link this to competition and establishment at an early
stage in succession.

(b) Those candidates who had interpreted the graph successfully were usually able to point out
that species X would produce shade and under these conditions species Z, with its higher
rate of photosynthesis at lower light intensities, would be able to grow. There were many
answers, however, based on Species X growing, dying and adding nutrients to the soil.
Such an answer may have been partly correct but it made no use of the data provided, an
essential prerequisite to gaining credit.

(a) The vast majority of students correctly named the pioneer species as Ulva lactuca.
3.
(b) (i) Fewer than half the students obtained this mark. Those who did frequently referred to
the difficulty in counting or identifying individual organisms because of their small
size. Many students simply stated it would be ‘easier’ or ‘more accurate’ without
providing any explanation.

(ii) Most students did not obtain this mark, as they simply stated that the concrete blocks
were ‘not natural’ or were ‘man-made’. Correct responses usually referred to factors
such as nutrients, minerals or texture being different and affecting the growth of
algae.

(c) Most students obtained at least one mark, usually for the principle of a species making the
conditions less hostile. However only ten percent of students gained all four marks by using
the results provided to describe and explain the process of succession. These students
referred directly to the species involved and related the changes in percentage cover to
interspecific competition as the environment changed. Many students simply provided a
generic description of succession, often only referring to the pioneer species. This rote
learning was clearly demonstrated by the number of students who included mosses, shrubs
and trees in their responses.

Not surprisingly this question produced a lot of good answers but still discriminated well despite
4. forty percent of students scoring four or more marks out of the five available. Weaker responses
lacked the appropriate level of scientific terminology, omitted essential details or confused ideas.
Most students referred to an algal bloom and its effect on penetration of light. However, some
students omitted any reference to photosynthesis, or related a reduced oxygen concentration
solely to the activity of plants. Some students referred to fish dying due to lack of food with no
reference to oxygen or respiration. The best responses were often clear and concise and read as
the mark scheme. These answers referred to saprobiotic microorganisms rather than simply
‘decomposers’ and clearly related the death of fish to a decrease in oxygen for respiration.

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 (a) Most candidates scored at least one mark by referring to protein synthesis. Fewer
5. candidates were able to give a second use of nitrate.

(b) The majority of candidates scored two marks for describing the shading of the submerged
plants and the consequences of this on their photosynthesis.

(c) Many candidates scored high marks for explaining both the reduction in oxygen and the
production of nitrates. Few, however, linked the saprobiotic digestion of the proteins in the
dead organic matter to the production of ammonium compounds, and a significant number
were confused as to which bacteria were involved in the process of nitrate production.

(d) Many candidates correctly described the lower species diversity, but only a minority
appreciated the concept of tolerance, instead answering in terms of .aerobic species die.
As in previous questions, poor expression was a problem, with many candidates referring
to different animals’ rather than species.

(i) Most candidates knew the meaning of the term "population". However, imprecise language,
6. as ever, cost marks. A population is all the organisms of one species in a particular area (at
a particular time). It is not all the organisms of a species, or a group of organisms of one
species in a particular area.

(ii) Most candidates explained that deforestation destroys habitats and this reduces the prey
numbers/biomass. However, few used the graph to say that only if the prey biomass fell
below 600 tonnes per 100 km2 would the tiger population decrease.

(a) This was answered well by many students, although some failed to identify the peaks
8. accurately.

(b) This was answered well, with many scoring three marks. Only better answers noted that at
all wavelengths less light energy was passing through, for mark point 1. Very few went on
to point out that photosynthesis would not exceed respiration (mark point 5). Some
students stated that none of the pigments could absorb the wavelengths that pass through,
rather than specifying chlorophyll.

(c) Many students gained one mark here but few achieved both. Many identified that light or
temperature would not be limiting but did not go on to describe how this would affect the
biochemistry of photosynthesis. Some mentioned the use of carbon dioxide in the light-
independent reaction but did not link this to the high use of carbon dioxide, to gain both
mark points 5 and 6. Several answers were seen with a clear misunderstanding that a
higher concentration of oxygen causes a lower concentration of carbon dioxide.

Unit 6
10.
The question in part (i) was well answered. Only those referring to area Y as the ‘blind spot’
failed to gain a mark. In (ii), generally candidates realised the importance of there being cones at
X and rods at Z. Marks were not given when candidates failed to specify which area they were
writing about, X or Z, when explaining that there were more cones. About a third of the
candidates failed to gain the second mark. Candidates appeared to be aware of the greater
acuity of cones but did not relate this to the neural connections.

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Unit 7

In (i), although most were able to explain that region Y lacked receptors, some fell short by just
describing it as the ‘blind spot’ or as the point where the optic nerve was joined to the retina.

Descriptions of the two types of photoreceptors were sometimes less than precise, with some
candidates hinting that there were some rods present at X (the fovea) or that there were no
cones at point Z. In (ii), while most understood about retinal convergence of rods, or lack of it for
cones, some had a fundamental lack of understanding and thought that the reason cones gave
more precise vision was due to the way they differentiated between different colours of light.

Some candidates included the term ‘acuity’ in their answers but did not explain the basis of this.

Others used inaccurate terminology and referred to cones each being connected to a single
‘nerve’.

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