Q1.

Write an essay on the importance of DNA as an information-carrying molecule and its use
in gene technologies.
(Total 25 marks)

Q2.
Write an essay on the topic below.

The causes and importance of variation and diversity in organisms.

(Total 25 marks)

Q3.
Write an essay on the membranes of different types of cells and how they are involved in
many different functions.
(Total 25 marks)

Q4.
Write an essay on the topic below.

The functions of enzymes and their importance in organisms.

(Total 25 marks)

Q5.
Write an essay on one of the topics below.

The uses and importance of ATP in organisms.

(Total 25 marks)

Q6.
Write an essay on the ways in which water and the regulation of water content are
important to organisms.
(Total 25 marks)

Page 1 of 21
Mark schemes

Q1.

Extended Response shows holistic approach to the question with

a fully integrated answer which makes clear links
Abstract between several different topics and the theme of the
Generalised beyond question.
specific context Biology is detailed and comprehensive A-level content,
21-25 uses appropriate terminology, and is very well written
and always clearly explained.

No significant errors or irrelevant material.

For top marks in the band, the answer shows evidence

of reading beyond specification requirements.

Relational Response links several topics to the main theme of the

question, to form a series of interrelated points which
Integrated into a are clearly explained.
whole
Biology is fundamentally correct A-level content and
contains some points which are detailed, though there
16-20
may be some which are less well developed, with
appropriate use of terminology.

Perhaps one significant error and, or, one irrelevant

topic which detracts from the overall quality of the
answer.

Multistructural Response mostly deals with suitable topics but they

are not interrelated and links are not made to the
Several aspects theme of the question.
covered but they are
unrelated Biology is usually correct A-level content, though it
11-15
lacks detail. It is usually clearly explained and generally
uses appropriate terminology.

Some significant errors and, or, more than one

irrelevant topic.

Unistructural Response predominantly deals with only one or two

topics that relate to the question.
Several aspects
covered but they are Biology presented shows some superficial A-level
6-10 unrelated content that may be poorly explained, lacking in detail,
or show limited use of appropriate terminology.

May contain a number of significant errors and, or,

irrelevant topics.

Page 2 of 21
 Unfocused Response only indirectly addresses the theme of the
question and merely presents a series of biological
facts which are usually descriptive in nature or poorly
explained and at times may be factually incorrect.
1-5
Content and terminology is generally below A-level.

May contain a large number of errors and, or, irrelevant

topics.

0 Nothing of relevance or no response.

Commentary on terms and statements in the levels mark scheme

The levels mark scheme for the essay contains a number of words and statements that
are open to different interpretations. This commentary defines the meanings of these
words and statements in the context of marking the essay. Many words and statements
are used in the descriptions of more than one level of response. The definitions of these
remain the same throughout.

Levels mark scheme word/statement Definition

Holistic Synoptic, drawing from different topics

(usually sections of the specification)

A fully integrated answer which makes All topics relate to the title and theme of
clear links between several different topics the essay; for example, explaining the
and the theme of the question biological importance of a process.

When considering, for example, the

importance of a process, the explanation
must be at A-level standard.

‘Several’ here is defined as at least four

topic areas from the specification covered.
This means some sentences, not just a
word or two. It does not mean using many
examples from one topic area.

Biology is detailed and comprehensive A- Detailed and comprehensive A-level

level content, uses appropriate
terminology, and is very well written and
always clearly explained.
content is the specification content.
Terminology is that used in the
specification.

Well written and clearly explained refers

mainly to biological content and use of
terminology. Prose, handwriting and
spelling are secondary considerations.
Phonetic spelling is accepted, unless
examiners are instructed not to do so for
particular words; for example, glucagon,

Page 3 of 21
 glucose and glycogen.

No significant errors or irrelevant material. A significant error is one which

significantly detracts from the biological
accuracy or correctness of a described
example. This will usually involve more
than one word.

Irrelevant material is several lines (or

more) that clearly fails to address the title,
or the theme of the title.

For top marks in the band, the answer An example that is relevant to the title and
shows evidence of reading beyond is not required in the specification content.
specification requirements. The example must be used at A-level
standard.

Response mostly deals with suitable Not addressing the biological theme of the
topics but they are not interrelated and essay (eg importance) at A-level standard.
links are not made to the theme of the
question.

The importance of DNA as an information carrying molecule and its use in gene
technologies

Suitable topic areas

• 3.1.5.1 Structure of DNA

• 3.1.5.2 DNA replication
• 3.2.1.1 DNA in mitochondria (and chloroplasts)
• 3.2.1.2 Prokaryotic DNA
• 3.2.2 DNA replication in interphase and binary fission
• 3.4.1 DNA, genes and chromosomes
• 3.4.2 DNA and protein synthesis
• 3.4.3 Genetic diversity and meiosis
• 3.4.4 Genetic diversity and adaptation
• 3.4.7 Investigating diversity
• 3.7.1 Inheritance
• 3.7.3 Evolution may lead to speciation
• 3.8.1 Alteration of the sequence of bases in DNA can alter the structure of
proteins
• 3.8.2.1 Most of a cell’s DNA is not translated
• 3.8.2.2 Regulation of transcription and translation
• 3.8.2.3 Gene expression and cancer
• 3.8.3 Using genome projects
• 3.8.4.1 Recombinant DNA technology
• 3.8.4.2 Differences in DNA between individuals of the same species can be
exploited for identification and diagnosis of heritable conditions
• 3.8.4.3 Genetic fingerprinting

Page 4 of 21
 In order to fully address the question and reach the highest mark bands students must
also include at least four topics in their answer, to demonstrate a synoptic approach to the
essay.

Students may be able to show the relevance of other topics from the specification.

Note, other topics from beyond the specification can be used, providing they relate to the
title and contain factually correct material of at least an A-level standard. Credit should not
be given for topics beyond the specification which are below A-level standard.
[25]

Q2.

Extended Response shows holistic approach to the question with

a fully integrated answer which makes clear links
Abstract between several different topics and the theme of the
Generalised beyond question.
specific context Biology is detailed and comprehensive A-level content,
21-25 uses appropriate terminology, and is very well written
and always clearly explained.

No significant errors or irrelevant material.

For top marks in the band, the answer shows evidence

of reading beyond specification requirements.

Relational Response links several topics to the main theme of the

question, to form a series of interrelated points which
Integrated into a are clearly explained.
whole
Biology is fundamentally correct A-level content and
contains some points which are detailed, though there
16-20
may be some which are less well developed, with
appropriate use of terminology.

Perhaps one significant error and, or, one irrelevant

topic which detracts from the overall quality of the
answer.

Multistructural Response mostly deals with suitable topics but they

are not interrelated and links are not made to the
Several aspects theme of the question.
covered but they are
unrelated Biology is usually correct A-level content, though it
11-15
lacks detail. It is usually clearly explained and generally
uses appropriate terminology.

Some significant errors and, or, more than one

irrelevant topic.

6-10 Unistructural Response predominantly deals with only one or two

Page 5 of 21
 Several aspects topics that relate to the question.
covered but they are
Biology presented shows some superficial A-level
unrelated
content that may be poorly explained, lacking in detail,
or show limited use of appropriate terminology.

May contain a number of significant errors and, or,

irrelevant topics.

Unfocused Response only indirectly addresses the theme of the

question and merely presents a series of biological
facts which are usually descriptive in nature or poorly
explained and at times may be factually incorrect.
1-5
Content and terminology is generally below A-level.

May contain a large number of errors and, or, irrelevant

topics.

0 Nothing of relevance or no response.

Commentary on terms and statements in the levels mark scheme

The levels mark scheme for the essay contains a number of words and statements that
are open to different interpretations. This commentary defines the meanings of these
words and statements in the context of marking the essay. Many words and statements
are used in the descriptions of more than one level of response. The definitions of these
remain the same throughout.

Levels mark scheme word/statement Definition

Holistic Synoptic, drawing from different topics

(usually sections of the specification)

A fully integrated answer which makes All topics relate to the title and theme of
clear links between several different topics the essay; for example, explaining the
and the theme of the question biological importance of a process.

When considering, for example, the

importance of a process, the explanation
must be at A-level standard.

‘Several’ here is defined as at least four

topic areas from the specification covered.
This means some sentences, not just a
word or two. It does not mean using many
examples from one topic area.

Biology is detailed and comprehensive A- Detailed and comprehensive A-level

level content, uses appropriate content is the specification content.
terminology, and is very well written and
Terminology is that used in the
always clearly explained.

Page 6 of 21
 specification.

Well written and clearly explained refers

mainly to biological content and use of
terminology. Prose, handwriting and
spelling are secondary considerations.
Phonetic spelling is accepted, unless
examiners are instructed not to do so for
particular words; for example, glucagon,
glucose and glycogen.

No significant errors or irrelevant material. A significant error is one which

significantly detracts from the biological
accuracy or correctness of a described
example. This will usually involve more
than one word.

Irrelevant material is several lines (or

more) that clearly fails to address the title,
or the theme of the title.

For top marks in the band, the answer An example that is relevant to the title and
shows evidence of reading beyond is not required in the specification content.
specification requirements. The example must be used at A-level
standard.

Response mostly deals with suitable Not addressing the biological theme of the
topics but they are not interrelated and essay (eg importance) at A-level standard.
links are not made to the theme of the
question.

The causes and importance of variation and diversity in organisms

• 3.1.4.1 Proteins have a variety of functions in all living organisms

• 3.2.4 Effect of antigen variability on disease and disease prevention
• 3.4.3 Genetic diversity from mutation
• 3.4.3 Genetic diversity from meiosis
• 3.4.4 Genetic diversity and adaptation
• 3.4.5 Courtship behaviour
• 3.4.6 Biodiversity within a community
• 3.4.7 Investigating diversity
• 3.5.3 Energy and ecosystems – farming practices
• 3.6.3 Slow and fast twitch muscles
• 3.7.1 Inheritance
• 3.7.2 Populations
• 3.7.3 Evolution leading to speciation
• 3.7.4 Populations in ecosystems
• 3.8.1 Alteration of base sequences
• 3.8.2.2 Regulation of transcription and translation
• 3.8.2.3 Gene expression and cancer

Page 7 of 21
 • 3.8.4.1 Recombinant DNA technology
• 3.8.4.2 Identification of heritable conditions
• 3.8.4.3 Genetic fingerprinting
[25]

Q3.

21 – 25 Extended Response shows holistic approach to the question with

abstract a fully integrated answer which makes clear links
between several different topics and the theme of the
Generalised question.
beyond specific
context Biology is detailed and comprehensive A-level content,
uses appropriate terminology, and is very well written
and always clearly explained.

No significant errors or irrelevant material.

For top marks in the band, the answer shows evidence

of reading beyond specification requirements.

16 – 20 Relational Response links several topics to the main theme of the

question, to form a series of interrelated points which
Integrated into a are clearly explained.
whole
Biology is fundamentally correct A-level content and
contains some points which are detailed, though there
may be some which are less well developed, with
appropriate use of terminology.

Perhaps one significant error and, or, one irrelevant

topic which detracts from the overall quality of the
answer.

11 – 15 Multistructural Response mostly deals with suitable topics but they

are not interrelated and links are not made to the
Several aspects theme of the question.
covered but they
are unrelated Biology is usually correct A-level content, though it
lacks detail. It is usually clearly explained and generally
uses appropriate terminology.

Some significant errors and, or, more than one

irrelevant topic.

6 – 10 Unistructural Response predominantly deals with only one or two

topics that relate to the question.
Only one or few
aspects covered Biology presented shows some superficial A-level

Page 8 of 21
 content that may be poorly explained, lacking in detail,
or show limited use of appropriate terminology.

May contain a number of significant errors and, or,

irrelevant topics.

1–5 Unfocused Response only indirectly addresses the theme of the

question and merely presents a series of biological
facts which are usually descriptive in nature or poorly
explained and at times may be factually incorrect.

Content and terminology is generally below A-level.

May contain a large number of errors and, or, irrelevant

topics.

0 Nothing of relevance or no response.

Commentary on terms and statements in the levels mark scheme

The levels mark scheme for the essay contains a number of words and statements
that are open to different interpretations. This commentary defines the meanings of
these words and statements in the context of marking the essay. Many words and
statements are used in the descriptions of more than one level of response. The
definitions of these remain the same throughout.

Levels mark scheme word/statement Definition

Holistic Synoptic, drawing from different topics

(usually sections of the specification)

A fully integrated answer which makes All topics relate to the title and theme of
clear links between several different the essay; for example, explaining the
topics and the theme of the question biological importance of a process.

When considering, for example, the

importance of a process, the
explanation must be at A-level
standard.

‘Several’ here is defined as at least four

topic areas from the specification
covered. This means some sentences,
not just a word or two. It does not mean
using many examples from one topic
area.

Biology is detailed and comprehensive Detailed and comprehensive A-level

A-level content, uses appropriate content is the specification content.
terminology, and is very well written
and always clearly explained. Terminology is that used in the

Page 9 of 21
 specification.

Well written and clearly explained

refers mainly to biological content and
use of terminology. Prose, handwriting
and spelling are secondary
considerations. Phonetic spelling is
accepted, unless examiners are
instructed not to do so for particular
words; for example, glucagon, glucose
and glycogen.

No significant errors or irrelevant A significant error is one which

material. significantly detracts from the biological
accuracy or correctness of a described
example. This will usually involve more
than one word.

Irrelevant material is several lines (or

more) that clearly fails to address the
title, or the theme of the title.

For top marks in the band, the answer An example that is relevant to the title
shows evidence of reading beyond and is not required in the specification
specification requirements. content. The example must be used at
A-level standard.

Response mostly deals with suitable Not addressing the biological theme of
topics but they are not interrelated and the essay (e.g. importance) at A-level
links are not made to the theme of the standard.
question.

Please note that to obtain full credit, students must use information to show the
importance of different types of cells and how they are involved in many different
functions.

Topics

1.M Membrane function as selectively permeable barrier

1.T Transport mechanisms across membranes

1.CT Absorption and co-transport of sodium ions and glucose

2.P Photosynthesis, chloroplast, thylakoids

2.R Respiration, mitochondrion and cristae.

2.Ps Protein secretion, RER, SER and Golgi

3.A Surface receptors / antigen and immune response

Page 10 of 21
 3.CD Cell division

3.B Vertical and horizontal transmission − membranes and

bacteria

3.Pc Pacinian corpuscle

4.Tr Tropisms − movement of IAA

4.N Nerve impulses / action potentials

4.S Synaptic transmission

4.Mc Muscle contraction, calcium ion movement / storage

4.H Hormones - eg Blood glucose regulation − insulin and

glucagon

4.O Osmosis, including water movement in plants

Examiners are free to select other letters if they wish

The emphasis in answers should be on the involvement of
membranes in processes, not just the processes themselves
Breadth, one mark for use of an example from each of the
following approaches:
1. Membranes − basic functions
2. Organelle membranes
3. Cell surface membranes
4. Processes − eg protein secretion, synaptic transmission,
cell division

In order to fully address the question and reach the highest mark bands students
must also include at least four topics in their answer, to demonstrate a synoptic
approach to the essay.

Students may be able to show the relevance of other topics from the specification.

Note, other topics from beyond the specification can be used, providing they relate
to the title and contain factually correct material of at least an A-level standard.
Credit should not be given for topics beyond the specification which are below A-
level standard.
[25]

Q4.

21-25 Extended Response shows holistic approach to the question with

a fully integrated answer which makes clear links
Abstract between several different topics and the theme of the
Generalised beyond question.
specific context Biology is detailed and comprehensive A-level content,

Page 11 of 21
 uses appropriate terminology, and is very well written
and always clearly explained.

No significant errors or irrelevant material.

For top marks in the band, the answer shows evidence

of reading beyond specification requirements.

Relational Response links several topics to the main theme of the

question, to form a series of interrelated points which
Integrated into a are clearly explained.
whole
Biology is fundamentally correct A-level content and
contains some points which are detailed, though there
16-20
may be some which are less well developed, with
appropriate use of terminology.

Perhaps one significant error and, or, one irrelevant

topic which detracts from the overall quality of the
answer.

Multistructural Response mostly deals with suitable topics but they

are not interrelated and links are not made to the
Several aspects theme of the question.
covered but they are
unrelated Biology is usually correct A-level content, though it
11-15
lacks detail. It is usually clearly explained and generally
uses appropriate terminology.

Some significant errors and, or, more than one

irrelevant topic.

Unistructural Response predominantly deals with only one or two

topics that relate to the question.
Only one or few
aspects covered Biology presented shows some superficial A-level
6-10 content that may be poorly explained, lacking in detail,
or show limited use of appropriate terminology.

May contain a number of significant errors and, or,

irrelevant topics.

Unfocused Response only indirectly addresses the theme of the

question and merely presents a series of biological
facts which are usually descriptive in nature or poorly
explained and at times may be factually incorrect.
1-5
Content and terminology is generally below A-level.

May contain a large number of errors and, or, irrelevant

topics.

0 Nothing of relevance or no response.

Page 12 of 21
Commentary on terms and statements in the levels mark scheme

The levels mark scheme for the essay contains a number of words and statements that
are open to different interpretations. This commentary defines the meanings of these
words and statements in the context of marking the essay. Many words and statements
are used in the descriptions of more than one level of response. The definitions of these
remain the same throughout.

Levels mark scheme word/statement Definition

Holistic Synoptic, drawing from different topics

(usually sections of the specification)

A fully integrated answer which makes All topics relate to the title and theme of
clear links between several different topics the essay; for example, explaining the
and the theme of the question. biological importance of a process.

When considering, for example, the

importance of a process, the explanation
must be at A-level standard.

‘Several’ here is defined as at least four

topic areas from the specification covered.
This means some sentences, not just a
word or two. It does not mean using many
examples from one topic area.

Biology is detailed and comprehensive A- Detailed and comprehensive A-level

level content, uses appropriate
terminology, and is very well written and
always clearly explained.
content is the specification content.
Terminology is that used in the
specification.

Well written and clearly explained refers

mainly to biological content and use of
terminology. Prose, handwriting and
spelling are secondary considerations.
Phonetic spelling is accepted, unless
examiners are instructed not to do so for
particular words; for example, glucagon,
glucose and glycogen.

No significant errors or irrelevant material. A significant error is one which

significantly detracts from the biological
accuracy or correctness of a described
example. This will usually involve more
than one word.

Irrelevant material is several lines (or

more) that clearly fails to address the title,
or the theme of the title.

For top marks in the band, the answer An example that is relevant to the title and

Page 13 of 21
 shows evidence of reading beyond is not required in the specification content.
specification requirements. The example must be used at A-level
standard.

Response mostly deals with suitable Not addressing the biological theme of the
topics but they are not interrelated and essay (eg importance) at A-level standard.
links are not made to the theme of the
question.

The functions of enzymes and their importance in organisms

• 3.1.4.2 Many proteins are enzymes

• 3.1.5.2 DNA replication
• 3.1.6 ATP
• 3.2.4 Cell recognition and the immune system (lysozyme)
• 3.3.3 Digestion and absorption
• 3.4.2 DNA and protein synthesis
• 3.4.4 Genetic diversity and adaptation (penicillinase in bacteria)
• 3.5.1 Photosynthesis
• 3.5.2 Respiration
• 3.5.4 Nutrient cycles
• 3.6.2.2 Synaptic transmission
• 3.6.3 Muscles
• 3.6.4.2 Control of blood glucose
• 3.8.4.1 Recombinant DNA technology
• 3.8.4.3 DNA fingerprinting

In order to fully address the question and reach the highest mark bands students must
also include at least four topics in their answer, to demonstrate a synoptic approach to the
essay.

Students may be able to show the relevance of other topics from the specification.

Note, other topics from beyond the specification can be used, providing they relate to the
title and contain factually correct material of at least an A-level standard. Credit should not
be given for topics beyond the specification which are below A-level standard.
[25]

Q5.

21-25 Extended Response shows holistic approach to the

question with a fully integrated answer
Abstract which makes clear links between several
Generalised beyond different topics and the theme of the
specific context question.
Biology is detailed and comprehensive A-
level content, uses appropriate
terminology, and is very well written and

Page 14 of 21
 always clearly explained.
No significant errors or irrelevant material.
For top marks in the band, the answer
shows evidence of reading beyond
specification requirements.
Relational Response links several topics to the main
theme of the question, to form a series of
Integrated into a interrelated points which are clearly
whole explained.
Biology is fundamentally correct A-level
content and contains some points which
16-20
are detailed, though there may be some
which are less well developed, with
appropriate use of terminology.
Perhaps one significant error and, or, one
irrelevant topic which detracts from the
overall quality of the answer.
Multistructural Response mostly deals with suitable
topics but they are not interrelated and
Several aspects links are not made to the theme of the
covered but they are question.
unrelated Biology is usually correct A-level content,
11-15
though it lacks detail. It is usually clearly
explained and generally uses appropriate
terminology.
Some significant errors and, or, more than
one irrelevant topic.
Unistructural Response predominantly deals with only
one or two topics that relate to the
Only one or few question.
aspects covered Biology presented shows some superficial
6-10 A-level content that may be poorly
explained, lacking in detail, or show limited
use of appropriate terminology.
May contain a number of significant errors
and, or, irrelevant topics.
Unfocused Response only indirectly addresses the
theme of the question and merely
presents a series of biological facts which
are usually descriptive in nature or poorly
explained and at times may be factually
1-5
incorrect.
Content and terminology is generally
below A-level.
May contain a large number of errors and,
or, irrelevant topics.
0 Nothing of relevance or no response.

Commentary on terms and statements in the levels mark scheme

Page 15 of 21
The levels mark scheme for the essay contains a number of words and statements that
are open to different interpretations. This commentary defines the meanings of these
words and statements in the context of marking the essay. Many words and statements
are used in the descriptions of more than one level of response. The definitions of these
remain the same throughout.

Levels mark scheme Definition

word/statement
Holistic Synoptic, drawing from different
topics (usually sections of the
specification)
A fully integrated answer which All topics relate to the title and
makes clear links between several theme of the essay; for example,
different topics and the theme of the explaining the biological importance
question. of a process.

When considering, for example, the

importance of a process, the
explanation must be at A-level
standard.

‘Several’ here is defined as at least

Biology is detailed and
comprehensive A-level content,
uses appropriate terminology, and is
very well written and always clearly Terminology is that used in the
specification.
explained.
No significant errors or irrelevant
material.
four topic areas from the
specification covered. This means
some sentences, not just a word or
two. It does not mean using many
examples from one topic area.
Detailed and comprehensive A-level
content is the specification content.
Well written and clearly explained
refers mainly to biological content
and use of terminology. Prose,
handwriting and spelling are
secondary considerations. Phonetic
spelling is accepted, unless
examiners are instructed not to do
so for particular words; for example,
glucagon, glucose and glycogen.
A significant error is one which
significantly detracts from the
biological accuracy or correctness
of a described example. This will
usually involve more than one word.

Irrelevant material is several lines

(or more) that clearly fails to
address the title, or the theme of the

Page 16 of 21
 title.
For top marks in the band, the An example that is relevant to the
answer shows evidence of reading title and is not required in the
beyond specification requirements. specification content. The example
must be used at A-level standard.
Response mostly deals with suitable Not addressing the biological theme
topics but they are not interrelated of the essay (eg importance) at A-
and links are not made to the theme level standard.
of the question.

The uses and importance of ATP in organisms

• 3.1.5.2 DNA replication

• 3.1.6 ATP
• 3.2.2 All cells arise from other cells (mitosis)
• 3.2.3 Active transport
• 3.3.3 Digestion and absorption − co-transport
• 3.3.4.2 Mass transport in plants
• 3.4.2 DNA and protein synthesis
• 3.4.3 Meiosis
• 3.5.1 Photosynthesis
• 3.5.2 Respiration
• 3.5.4 Nutrient cycles − nitrogen fixation
• 3.6.2.1 Nerve impulses − resting potential
• 3.6.2.2 Synaptic transmission
• 3.6.3 Myofibril/muscle contraction
• 3.6.4.2 Control of blood glucose concentration (2nd messenger model)
• 3.6.4.3 Control of blood water potential

In order to fully address the question and reach the highest mark bands students must
also include at least four topics in their answer, to demonstrate a synoptic approach to the
essay.

Students may be able to show the relevance of other topics from the specification.

Note, other topics from beyond the specification can be used, providing they relate to the
title and contain factually correct material of at least an A-level standard. Credit should not
be given for topics beyond the specification which are below A-level standard.
[25]

Q6.

21–25 Extended Response shows holistic approach to the question

Abstract with a fully integrated answer which makes clear
links between several different topics and the theme
Generalised of the question.
beyond specific
context Biology is detailed and comprehensive A-level
content, uses appropriate terminology, and is very

Page 17 of 21
 well written and always clearly explained.

No significant errors or irrelevant material.

For top marks in the band, the answer shows

evidence of reading beyond specification
requirements.

16–20 Relational Response links several topics to the main theme of

the question, to form a series of interrelated points
Integrated into a which are clearly explained.
whole
Biology is fundamentally correct A-level content and
contains some points which are detailed, though
there may be some which are less well developed,
with appropriate use of terminology.

Perhaps one significant error and, or, one irrelevant

topic which detracts from the overall quality of the
answer.

11–15 Multistructural Response mostly deals with suitable topics but they
are not interrelated and links are not made to the
Several aspects theme of the question.
covered but they
are unrelated Biology is usually correct A-level content, though it
lacks detail. It is usually clearly explained and
generally uses appropriate terminology.

Some significant errors and, or, more than one

irrelevant topic.

6–10 Unistructural Response predominantly deals with only one or two

topics that relate to the question.
Only one or few
aspects covered Biology presented shows some superficial A-level
content that may be poorly explained, lacking in
detail, or show limited use of appropriate
terminology.

May contain a number of significant errors and, or,

irrelevant topics.

1–5 Unfocused Response only indirectly addresses the theme of

the question and merely presents a series of
biological facts which are usually descriptive in
nature or poorly explained and at times may be
factually incorrect.

Content and terminology is generally below A-level.

May contain a large number of errors and, or,

irrelevant topics.

0 Nothing of relevance or no response.

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Commentary on terms and statements in the levels mark scheme

The levels mark scheme for the essay contains a number of words and statements that
are open to different interpretations. This commentary defines the meanings of these
words and statements in the context of marking the essay. Many words and statements
are used in the descriptions of more than one level of response. The definitions of these
remain the same throughout.

Levels mark scheme word/statement Definition

Holistic Synoptic, drawing from different topics

(usually sections of the specification)

A fully integrated answer which makes All topics relate to the title and theme of
clear links between several different the essay; for example, explaining the
topics and the theme of the question biological importance of a process.

When considering, for example, the

importance of a process, the
explanation must be at A-level
standard.

‘Several’ here is defined as at least four

topic areas from the specification
covered. This means some sentences,
not just a word or two. It does not mean
using many examples from one topic
area.

Biology is detailed and comprehensive Detailed and comprehensive A-level

A-level content, uses appropriate content is the specification content.
terminology, and is very well written
and always clearly explained. Terminology is that used in the
specification.

Well written and clearly explained

refers mainly to biological content and
use of terminology. Prose, handwriting
and spelling are secondary
considerations. Phonetic spelling is
accepted, unless examiners are
instructed not to do so for particular
words; for example, glucagon, glucose
and glycogen.

No significant errors or irrelevant A significant error is one which

material. significantly detracts from the biological
accuracy or correctness of a described

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 example. This will usually involve more
than one word.

Irrelevant material is several lines (or

more) that clearly fails to address the
title, or the theme of the title.

For top marks in the band, the answer An example that is relevant to the title
shows evidence of reading beyond and is not required in the specification
specification requirements. content. The example must be used at
A-level standard.

Response mostly deals with suitable Not addressing the biological theme of
topics but they are not interrelated and the essay (e.g. importance) at A-level
links are not made to the theme of the standard.
question.

The ways in which water and the regulation of water content are important to organisms.

In order to fully address the question and reach the highest mark bands students must
also include at least five topics in their answer, to demonstrate a synoptic approach to the
essay.

Specification Topic area

reference

3.1.1 Monomers and polymers – carbohydrates – lipids –

proteins

3.1.7 Water

3.2.3 Transport across membranes – osmosis – water

potentials

3.3.2 Gas exchange – plants

3.3.2 Gas exchange – fish

3.3.2 Gas exchange – insects

3.3.4.1 Mass transport in animals - blood – circulation

3.3.4.1 Mass transport in animals – tissue fluid and

formation

3.3.4.2 Mass transport in plants – transpiration stream

3.3.4.2 Mass transport in plants – translocation

3.5.1 Photosynthesis

3.5.4 Nutrient cycles – leaching and eutrophication

3.6.1 Growth responses in plants

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3.6.4 Homeostasis

3.6.4.3 Control of blood and water potential

In order to fully address the question and reach the highest mark bands students
must also include at least four topics in their answer, to demonstrate a synoptic
approach to the essay.

Students may be able to show the relevance of other topics from the specification.

Note, other topics from beyond the specification can be used, providing they relate
to the title and contain factually correct material of at least an A-level standard.
Credit should not be given for topics beyond the specification which are below A-
level standard.
[25]

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