GCE AS

Biology
January 2008

Mark Schemes
Issued: April 2008
NORTHERN IRELAND GENERAL CERTIFICATE OF SECONDARY EDUCATION (GCSE)
AND NORTHERN IRELAND GENERAL CERTIFICATE OF EDUCATION (GCE)
MARK SCHEMES (2008)

Foreword

Introduction

Mark Schemes are published to assist teachers and students in their preparation for examinations.
Through the mark schemes teachers and students will be able to see what examiners are looking
for in response to questions and exactly where the marks have been awarded. The publishing of
the mark schemes may help to show that examiners are not concerned about finding out what a
student does not know but rather with rewarding students for what they do know.

The Purpose of Mark Schemes

Examination papers are set and revised by teams of examiners and revisers appointed by the
Council. The teams of examiners and revisers include experienced teachers who are familiar
with the level and standards expected of 16- and 18-year-old students in schools and colleges.
The job of the examiners is to set the questions and the mark schemes; and the job of the revisers
is to review the questions and mark schemes commenting on a large range of issues about which
they must be satisfied before the question papers and mark schemes are finalised.

The questions and the mark schemes are developed in association with each other so that the
issues of differentiation and positive achievement can be addressed right from the start. Mark
schemes therefore are regarded as a part of an integral process which begins with the setting of
questions and ends with the marking of the examination.

The main purpose of the mark scheme is to provide a uniform basis for the marking process so
that all the markers are following exactly the same instructions and making the same judgements
in so far as this is possible. Before marking begins a standardising meeting is held where all
the markers are briefed using the mark scheme and samples of the students’ work in the form
of scripts. Consideration is also given at this stage to any comments on the operational papers
received from teachers and their organisations. During this meeting, and up to and including
the end of the marking, there is provision for amendments to be made to the mark scheme.
What is published represents this final form of the mark scheme.

It is important to recognise that in some cases there may well be other correct responses which
are equally acceptable to those published: the mark scheme can only cover those responses
which emerged in the examination. There may also be instances where certain judgements may
have to be left to the experience of the examiner, for example, where there is no absolute correct
response – all teachers will be familiar with making such judgements.

The Council hopes that the mark schemes will be viewed and used in a constructive way as a
further support to the teaching and learning processes.

iii
CONTENTS

Page

AS 1: Module 1 1

AS 2: Module 2 7

AS 3A: Module 3A 13

v
 ADVANCED SUBSIDIARY (AS)
General Certificate of Education
January 2008

Biology
Assessment Unit AS 1
assessing
Module 1: Cell Biology
[ASB11]

TUESDAY 15 JANUARY, AFTERNOON

MARK
SCHEME

ASB1W8 3310.01

1
 / denotes alternative points AVAILABLE
; denotes separate points MARKS

Comments on mark values are given in bold

Section A

1 Interphase
synthesis/S
mitosis/karyokinesis
metaphase
cytokinesis
[4] for five, [3] for four, [2] for three, [1] for two [4] 4

2 (a) Facilitated diffusion involves protein carriers, while diffusion does not;
both involve the movement of substances along the concentration
gradient/passive/does not involve energy expenditure; [2]

(b) Ascorbic acid moves through the protein component of the membrane;
since this contains a hydrophilic (water-soluble) core/either by active
transport or facilitated diffusion;
calciferol moves across the lipid component of the membrane;
since it is soluble in lipid; [4] 6

3 (a) Nucleolus;
nuclear envelope/membrane;
nuclear pore;
mitochondrion; [4]

(b) Any two from

• membrane-bound organelles/example of membrane-bound organelles
(nucleus/mitochondrion/chloroplast/endoplasmic reticulum/Golgi
apparatus) are only found in eukaryotic cells
• DNA in prokaryotic cells is naked i.e. is not associated with protein/
DNA in eukaryotic chromosomes is bounded by protein (histones)
• prokaryotic cells may contain extrachromosomal DNA/plasmids
• prokaryotic cells have smaller (70s) ribosomes/eukaryotic cells have
larger (80s) ribosomes
• prokaryotic cells have a cell wall (of peptidoglycan)/some eukaryotic
cells (i.e. animal cells) lack a cell wall
• prokaryotic cells are much smaller, rarely exceeding 2 μm in width/
eukaryotic cells are generally greater than 5 μm in size
• other appropriate example
or
Two examples of membrane bound organelles (see list above); [2] 6

ASB1W8 3310.01 2
4 (a) Glycerol; [1] AVAILABLE
MARKS
(b) Hydrolysis; [1]

(c) A decrease in pH indicates an increase an acidity;

due to the production of fatty acids; [2]

(d) 5 °C:
relative inactivity is due to low kinetic energy of molecules in solution/
low collision rate of enzyme and substrate;
65 °C:
inactivity is due to the denaturation/loss of tertiary structure of the
enzyme; [2] 6

5 (a) Any three from

• potato cylinder shortens in length
• cylinder loses water osmotically
• into solution which has a lower (more negative) water potential/
from solution of greater water potential
• cells become plasmolysed/tissue becomes flaccid [3]

(b) –680 kPa; [1]

(c) At –400 kPa the increase is 115%;

115% of 80 is 92; [2] 6

6 (a) Phosphate;
deoxyribose; [2]

(b) (i) 20 cytosine and guanine, 30 thymine;

thymine has the same amount as adenine since they base pair;
leaving 40 to be shared between cytosine and guanine (which also
base pair); [3]

(ii) Even though the composition of bases may be the same the base
order will be quite different;
providing a different genetic code for the production of proteins/
determining different amino acid sequences; [2] 7

ASB1W8 3310.01 3
7 (a) (i) Peptide; [1] AVAILABLE
MARKS

(ii) Folded shape/S – S (disulphide) bond; [1]

(b) 14 × 3 = 42 (addition of start and stop codons = 48); [1]

(c) Sticky ends make it easier to join with other sections of DNA
(annealing);
which have complementary sticky ends/base sequences; [2]

(d) A plasmid is opened with a restriction endonuclease;

to leave complementary sticky ends;
the DNA sections are joined (annealed) by DNA ligase; [3] 8

Section A 43

ASB1W8 3310.01 4
 Section B AVAILABLE
MARKS
8 Ten points with a maximum of three in any one section

Chloroplast:
• plant cells may possess chloroplasts surrounded by a double membrane/
envelope
• contain an internal membrane system, lamellae/thylakoids/grana
• and a matrix known as stroma
• chlorophyll (and other pigments) are contained on the internal membranes
(site of light-dependent reactions)
• while light-independent reactions take place in the stroma

Cell wall:
• plant cells possess a cellulose cell wall while animal cells lack a cell wall
• cellulose fibrils are composed of chains (of β-glucose) linked by H-bonds
• the cell wall prevents the cell lysing in hypotonic/high water potential
conditions
• since a wall pressure develops to negate the high turgor pressure

Plasmodesmata:
• plant cells are connected via plasmodesmata/channels of interconnecting
cytoplasm
• allowing direct movement of molecules between cells

Centrioles
• animal cells possess centrioles/plant cells lack centrioles
• centrioles are organelles containing microtubules
• in animal cells centrioles produce the spindle
• in plant cells the spindle is produced from “free” microtubules

Cytokinesis:
• animal cells divide via a cleavage furrow
• whereby the membrane is pulled in by microtubules along the equatorial plane
• plant cells divide via the production of a cell plate/phragmoplast
• from coalescing vesicles produced by Golgi bodies/dictyosomes

Vacuoles:
• plant cells normally possess vacuoles
• the sap vacuole is surrounded by the tonoplast
• it stores nutrients and excretory products

Lysosomes:
• animal cells possess lysosomes
• that contain powerful hydrolytic enzymes
• involved in intracellular digestion/autolysis

Carbohydrate storage:
• plant cells have starch grains while animal cells may have glycogen
• any plant cell may contain starch, glycogen is confined to muscle/liver cells
• starch consists of amylose and amylopectin/glycogen is more highly branched
• other appropriate responses [10]

ASB1W8 3310.01 5
 Consider QWC: AVAILABLE
MARKS
2 marks: The candidate expresses ideas clearly and fluently, through well-linked
sentences and paragraphs. Arguments are generally relevant and well-structured.
There are few errors of grammar, punctuation and spelling.

1 mark: The candidate expresses ideas clearly, if not always fluently.

Arguments may sometimes stray from the point. There are some errors of
grammar, punctuation and spelling, but not such as to suggest a weakness in
these areas.

0 marks: The candidate expresses ideas satisfactorily, but without precision.

Arguments may be of doubtful relevance or obscurely presented.
Errors in grammar, punctuation and spelling are sufficiently intrusive to disrupt
the understanding of the passage. [2] 12

Section B 12

Total 55

ASB1W8 3310.01 6
 ADVANCED SUBSIDIARY (AS)
General Certificate of Education
January 2008

Biology
Assessment Unit AS 2
assessing
Module 2: Physiology and Ecology
[ASB21]

TUESDAY 15 JANUARY, AFTERNOON

MARK
SCHEME

ASB2W8 3408.01

7
 / denotes alternative points AVAILABLE
; denotes separate points MARKS

Comments on mark values are given in bold

Section A

1 (a) Myoglobin; [1]

(b) Fibrinogen; [1]

(c) Absorption spectrum; [1]

(d) Ecological niche/niche; [1] 4

2 (a) Blood passes through the heart twice in each complete circulation/there is
a pulmonary circuit and a systemic circuit during each circulation; [1]

(b)
Direction of blood flow
Blood vessel
Origin Destination
Body organ
Right atrium
Vena cava (except lungs)
of the heart
/other veins
Pulmonary artery Right ventricle Lungs
Renal artery Aorta (dorsal) Kidney
Small intestine
Hepatic portal vein Liver
/ileum
[12] each [4] 5

3 (a) A: mucosa
B: muscularis mucosa
C: muscularis externa
Three for [2], two for [1] [2]

(b) Long length of ileum/folds in the ileum (folds of Kerkring)/microvilli [1]

(c) (i) Goblet cells; [1]

(ii) Increase diffusion distance of the products of digestion/may block

access to active transport or facilitated diffusion carrier molecules/may
hinder movement of villi and so prevent the maintenance of a
concentration gradient from lumen to epithelial cell/reduces contact of
digested products with villus/any other appropriate answer; [1] 5

ASB2W8 3408.01 8
4 (a) A: palisade mesophyll layer [12] AVAILABLE
MARKS
B: spongy mesophyll layer [12] [1]

(b) Stomatal pores;

facilitates diffusion of gases in and out of the leaf;
or
Leaf is thin;
minimises diffusion distances of gases;
or
Sub-stomatal air spaces;
facilitates diffusion of gas within leaf; [2]

(c) Clear cuticle;

to allow passage of light to underlying mesophyll tissue;
or
Epidermal cells lack chloroplasts/epidermal cells are thin;
to allow passage of light to underlying mesophyll tissue;
or
Chlorophyll/chloroplast gradient from top to bottom of leaf;
most chlorophyll is concentrated where most light hits;
or
Palisade cells are packed closely together;
allowing more chloroplasts to be held close to the upper surface;
or
Chloroplasts may be concentrated at the upper end of the palisade cells;
concentrated where most light falls; [2]

(d) Any two from

• larger surface area of leaf
• greater concentration of chloroplasts within the palisade cells
• greater concentration of chlorophyll within the chloroplasts
• chloroplasts may contain more grana
• leaves produced at an earlier time before the leaf canopy develops
• reduced number of cells/lower compensation point [2] 7

5 (a) Any two from

• pig respiration
• excretion/urine
• indigestible parts of the food consumed/egestion/faeces [2]

(b) Increase as 385 less 350 = 35;

divided by 350 = 10%; [2]

(c) Any two from

• less energy used in respiration
• since less energy used in movement (confined conditions)
• less energy used to maintain body temperature (since
homoiothermic) [2]

(d) Animal welfare concerns (e.g. regarding crowding, stress etc.)/

environmental concerns (e.g. regarding disposal of organic waste)/issue
concerned with the disposal of pig slurry/issue concerned with excessive
use of antibiotics/other appropriate issue; [1] 7
ASB2W8 3408.01 9
6 (a) 0.1 second; AVAILABLE
at that point the pressure in the ventricle exceeds that in the atrium; [2] MARKS

(b) 0.4 second;

at that point the pressure in the aorta exceeds that in the ventricle; [2]

(c) Any two from

• immediate increase in pressure as the bicuspid valve bulges into
atrium (reducing volume)
• atrial pressure drops as blood is forced out of the heart (ventricle)/
continued atrial diastole
• atrial pressure increases (after 0.2 s) as blood is returned to the atrium
(from veins) [2]

(d) Low pressure required in pulmonary circulation to prevent fluid

accumulating in the alveoli (and the individual drowning);
high pressure required in the body circulation to ensure the formation
of tissue fluid (and ultrafiltration in the kidneys);
or
Any two from
• the left ventricle is much more muscular than the right ventricle
• since it must pump blood to the body
• while the right ventricle pumps blood to the neighbouring lungs [2] 8

7 (a) Any two from

• it takes place between individuals of the same species/within the same
population
• there is a decreased contribution of individuals to the next generation/
all individuals “suffer” (it is a –\– interaction)/results in a negative
effect on survivorship and/or fecundity
• the resource for which individuals are competing is in limited supply
• the effect of competition is greater at higher population densities [2]

(b) (i) The mean length of limpets is greater at low population densities/is
lower at high population densities; [1]

The greater the density of limpets the greater is the total biomass per
unit area (up to a critical level – approximately 400 limpets per square
metre);
at high limpet density, further increase in density does not increase
the total biomass; [2]

(ii) Any two from

• limpets are competing for food/algae which they graze on the
rocks
• at high densities, individuals have less food and so are smaller
• at high densities, total biomass remains relatively constant since
while more limpets are present they are individually smaller [2] 7

Section A 43

ASB2W8 3408.01 10
 Section B AVAILABLE
MARKS
8 Ten points (with at least four from each section)

Phloem:
• both tissues are forms of vascular tissue with phloem on the outside of the
vascular bundle
• phloem is the tissue responsible for the transport of sugars and other
organic substances
• the transport elements in phloem are the sieve tube elements
• the end walls of which are perforated/form sieve plates
• since sieve tube elements lie end-to-end (forming a tube) these facilitate
transport
• sieve tube elements have a thin lining of cytoplasm and no nucleus/tonoplast
• next to each element is a companion cell, translocation relies on their
metabolism
• movement through the sieve tubes may take place by mass flow/from source
to sink or example
• movement is both up and down the plant
• phloem also contains parenchyma/fibres for support
• phloem is a living tissue

Xylem:
• xylem is the tissue responsible for the transport of water and mineral ions
• the conducting cells in xylem are the vessels
• which have a lignified secondary wall
• in mature xylem this is often pitted (or reticulate) to allow lateral movement
of water into surrounding tissues
• in protoxylem (in growing regions) lignification is annular/spiral
• to allow for extension in the region of growth
• lignification prevents the vessels from collapsing/waterproof
• under the negative pressure generated by transpiration
• this pulls water up the xylem/movement unidirectional
• transport in vessels is also aided by forces of adhesion and cohesion/root
pressure
• xylem also contains parenchyma/fibres/tracheids
• dead tissue/hollow/no cell contents
• no cross walls allows for a continuous column of water [10]

ASB2W8 3408.01 11
 Consider QWC: AVAILABLE
MARKS
2 marks: The candidate expresses ideas clearly and fluently, through well-linked
sentences and paragraphs. Arguments are generally relevant and well-structured.
There are few errors of grammar, punctuation and spelling.

1 mark: The candidate expresses ideas clearly, if not always fluently.

Arguments may sometimes stray from the point. There are some errors of
grammar, punctuation and spelling, but not such as to suggest a weakness in these
areas.

0 marks: The candidate expresses ideas satisfactorily, but without precision.

Arguments may be of doubtful relevance or obscurely presented. Errors in
grammar, punctuation and spelling are sufficiently intrusive to disrupt the
understanding of the passage. [2] 12

Section B 12

Total 55

ASB2W8 3408.01 12
 ADVANCED SUBSIDIARY (AS)
General Certificate of Education
January 2008

Biology
Assessment Unit AS 3A
assessing
Module 3A: Practical Processes
[ASB31]

WEDNESDAY 23 JANUARY, MORNING

MARK
SCHEME

ASB3W8 3633.01

13
 / denotes alternative points AVAILABLE
; denotes separate points MARKS

Comments on mark values are given in bold

1 (a) (i) 24%;

each small square represents 4% (× 6 squares); [2]

(ii) Difficulty of identifying individual plants (clumping)/reference

to vegetative reproduction/better estimate of overall abundance since
plants may differ in size; [1]

(b) Any four from

Belt transect:
• mark line of transect down the slope
• from dry to wet region of meadow
• quadrats placed contiguously (end-to-end)/interrupted (say every two
metres)
• % cover measured in each quadrat
• results displayed in kite diagrams/series of histograms
or
Random sampling:
• quadrats placed randomly in dry and wet regions of the meadow
• by throwing over shoulder/using random coordinates
• approximately 30 quadrat sites
• % cover measured in each quadrat
• water content of soil sample measured in each quadrat
• average % cover determined in each region/scattergram drawn to
determine possible correlation [4] 7

2 Drawing skills:
block diagram showing tissue layers;
all tissue layers drawn (completeness of drawing to show the tissues obvious in
the photograph);
accurate representation of the photograph, i.e. a drawing rather than a diagram;
accurate positioning and proportionality of the tissue layers;
quality of drawing (e.g. clear – smooth and continuous – lines drawn, not sketchy);
[5]

Identification of five of the following structures;

cortex/parenchyma
pith (parenchyma)
epidermis
collenchyma
sclerenchyma (bundle sheath)
xylem
phloem
cambium [4]
Five for [4], four for [3], three for [2], two for [1] 9

ASB3W8 3633.01 14
3 (a) Unlike blood cells an influx of water will not cause the cells to burst which AVAILABLE
would affect the accuracy of the count; [1] MARKS

(b) Any two from

• culture mixed to create an even suspension
• coverslip used is of a mass to ensure a constant distance over
haemocytometer
• place a drop of the yeast suspension onto the slide alongside the
coverslip in the area between the grooves
• the yeast suspension should be drawn under the coverslip by capillary
action [2]

(c) Dilute the yeast suspension remembering to take the dilution factor into
account in the final calculation; [1]

(d) (i) Randomly select the C squares/avoid cells containing clumped yeast
cells; [1]

(ii) Count cells touching the top and left lines of the type C square, ignore
cells touching the bottom and right lines of the type C square/use the
North-West rule when counting; [1]

(iii) 9 yeast cells [consistent with procedure shown in (ii)]; [1]

(iv) 9 cells found in a volume of .00025 mm3 (.00252 × .1 mm);

36 000 per mm3 (9/.00025)/3.6 ×104 mm-3;
Allow answer consequential to value in (iii) [2]

(e) Count yeast cells in more than one type C square to get a more representative
average/repeat for several sample of the yeast population/make sure the yeast
suspension is well agitated before being sampled to ensure no settling has
taken place/avoid clumped yeast cells/agitate the yeast culture throughout
the incubation period to reduce the risk of clumping; [1] 10

ASB3W8 3633.01 15
4 (a) Caption; AVAILABLE
scaling of the graph (using the graph paper to maximal effect); MARKS
dilution of seawater as the independent variable along the x-axis;
axes labelled;
line graph with points joined with short straight lines/bar chart with bars
(correctly scaled);
accurate plotting of data; [6]

(b) Water moves into the periwinkles;

from high to low water potential/diluted seawater has a higher water
potential; [2]

(c) There is no (negligible) response where the immersing solution is 80%

seawater or more/in partially diluted seawater there is no withdrawal
response/periwinkles only start to respond by withdrawing into their shells
at dilutions below 80% seawater;
the response increases where seawater is further diluted from 80% to 40%
(when all periwinkles have withdrawn)/in very dilute solutions there is an
appreciable withdrawal response; [2]

(d) Withdrawal behaviour would reduce water uptake;

preventing osmotic damage to periwinkles/cells lysing; [2] 12

ASB3W8 3633.01 16
 Withdrawal response of periwinkles (into their shells)
when immersed in varying dilutions of seawater

30
Number of periwinkles withdrawn into shells

20

10

0
40 50 60 70 80 90 100

Percentage of seawater in the immersing solution %

ASB3W8 3633.01 17
5 (a) Concentration of hydrogen peroxide/volume of hydrogen peroxide; AVAILABLE
height of foam in measuring cylinder; [2] MARKS

(b) Any four from

• dilute hydrogen peroxide with water to produce different
concentrations
• add the same volume of hydrogen peroxide (different concentrations)
to measuring cylinders
• grind portions of liver
• add same amount of liver (by volume or mass) to different
concentrations of hydrogen peroxide (in measuring cylinders)
• leave for the same period of time
• measure the height of the foam (above solution) in each measuring
cylinder [4]

(c) Any two from

• some other factor (temperature, pH) may differ
• the liver portions may not all be the same mass [if not noted above]
• need to determine the amount of foam relative to the mass of liver
used [if not noted above]
• the time between adding the liver and measuring the height of the
foam must be the same in each case [if not noted above]
• different portions of liver may contain different amounts of catalase/
catalase may not be evenly distributed throughout the liver
• the height of foam may not be proportional to the amount of oxygen
produced/not all the oxygen produced may produce foam
• other appropriate suggestion [2]

(d) Concentration of hydrogen peroxide along the x-axis and height of foam
(estimate of oxygen produced) on the y-axis;
increase in height of foam as substrate concentration is increased/
saturating curve; [2] 10

ASB3W8 3633.01 18
Consider QWC in questions 1(b) and 5(b) AVAILABLE
MARKS
2 marks: The candidate expresses ideas clearly and fluently, through well-linked
sentences and paragraphs. Arguments are generally relevant and
well-structured. There are few errors of grammar, punctuation and spelling.

1 mark: The candidate expresses ideas clearly, if not always fluently. Arguments
may sometimes stray from the point. There are some errors of grammar,
punctuation and spelling, but not such as to suggest a weakness in these
areas.

0 marks: The candidate expresses ideas satisfactorily, but without precision.

Arguments may be of doubtful relevance or obscurely presented. Errors in
grammar, punctuation and spelling are sufficiently intrusive to disrupt the
understanding of the passage. [2] 2

Total 50

ASB3W8 3633.01 19