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Профессиональный Документы
Культура Документы
(a)
Location of receptors
Response
Islets of Langerhans/cells/pancreas;
Hypothalamus;
Dilation;
4
(b)
1
[5]
2.
(a)
(b)
(i)
(ii)
Clear understanding that a change from the set level initiates mechanism
returning it;
low glucose secretion of glucagon glucose level increases/
glucagon increase glucose increase glucagon decrease;
2
[5]
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3.
Mark
16
14
Good
Descriptor
Most of the material of a high standard reflecting
a comprehensive understanding of the principles
involved and a knowledge of factual detail fully in
keeping with a programme of A-level study. Some
material, however, may be a little superficial.
Material is accurate and free from fundamental
errors but there may be minor errors which detract
from the overall accuracy
12
10
Average
6
4
2
Poor
Descriptor
A balanced account making reference to most if not all areas that might
realistically be covered on an A-level course of study
A number of aspects covered but a lack of balance. Some topics
essential to an understanding at this level not covered
Unbalanced account with all or almost all material based on a single
aspect.
Material entirely irrelevant
Sciencemathsmaster.weebly.com
Descriptor
All material presented is clearly relevant to the title. Allowance should
be made for judicious use of introductory material.
Material generally selected in support of title but some of the main
content of the essay is of only marginal relevance
Some attempt made to relate material to the title but considerable
amounts largely irrelevant
Material entirely irrelevant or too limited in quantity to judge
Mark
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4.
Mark
Descriptor
16
Good
14
12
10
Average
4
Poor
Descriptor
A balanced account making reference to most if not all areas that might
realistically be covered on an A level course of study.
Unbalanced account with all or almost all material based on a single aspect
Sciencemathsmaster.weebly.com
Descriptor
All material presented is clearly relevant to the title. Allowance should be made
for judicious use of introductory material.
Material generally selected in support of title but some of the main content of the
essay is of only marginal relevance.
Some attempt made to relate material to the title but considerable amounts
largely irrelevant.
5.
(a)
Liver;
(b)
(i)
(ii)
max 3
3
[7]
6.
(a)
As the temperature falls so the diameter of the cluster decreases but cluster
diameter remaining constant at low temperature;
the smaller the cluster the lower the surface area;
will lose less heat / trap more heat;
max. 2
(b)
(c)
(i)
Sciencemathsmaster.weebly.com
(ii)
(d)
(e)
(f)
max. 4
(i)
(ii)
max. 2
max. 3
[20]
7.
(a)
(b)
(i)
(ii)
2 max
2 max
1
[5]
Sciencemathsmaster.weebly.com
8.
(a)
(b)
(ii)
2 max
2 max
2 max
[6]
9.
Quality of communication
The answers to all sections of this question require the use of continuous prose. Quality of
language should be considered in crediting points in the scheme. In order to gain credit,
answers should be expressed logically and unambiguously, using scientific terminology where
appropriate.
(a)
(b)
4 max
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6 max
(c)
5 max
[15]
10.
(a)
(i)
OR
(ii)
(b)
(i)
(ii)
11.
(a)
(b)
(ii)
(iii)
max 2
Sciencemathsmaster.weebly.com
(c)
max 2
(i)
Relationship is inverse/equivalent;
(ii)
(iii)
max 3
[15]
12.
(a)
(b)
(c)
(d)
max 3
max 2
(i)
I-F;
(ii)
I-F-U / I-(F+U);
(i)
max 2
Mucus;
Enzymes;
Cells from lining of gut;
Microorganisms/bacteria;
max 2
(ii)
Sciencemathsmaster.weebly.com
(iii)
(e)
max 3
(i)
(ii)
(iii)
Infected hippos;
Spread virus/disease to cattle;
Which reduces profitability;
[Ignore: references to methods of transmission]
max 2
max 2
[20]
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10
13.
Good
Mark
16
14
12
Descriptor
Most of the material reflects a comprehensive
understanding of the principles involved and a
knowledge of factual detail fully in keeping with a
programme of A-level study. Some material,
however, may be a little superficial. Material is
accurate and free from fundamental errors but there
may be minor errors which detract from the overall
accuracy.
10
Average
6
4
Poor
Descriptor
A balanced account making reference to most areas that might realistically be
covered on an A-level course of study.
A number of aspects covered but a lack of balance. Some topics essential to
an understanding at this level not covered.
Unbalanced account with all or almost all material based on a single aspect.
Material entirely irrelevant or too limited in quantity to judge.
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11
Descriptor
All material presented is clearly relevant to the title. Allowance should be
made for judicious use of introductory material.
Material generally selected in support of title but some of the main content of
the essay is of only marginal relevance.
Some attempt made to relate material to the title but considerable amounts
largely irrelevant.
Material entirely irrelevant or too limited in quantity to judge.
Descriptor
Material is logically presented in clear, scientific English. Technical
terminology has been used effectively and accurately throughout.
Account is logical and generally presented in clear, scientific English.
Technical terminology has been used effectively and is usually accurate.
The essay is generally poorly constructed and often fails to use an appropriate
scientific style and terminology to express ideas.
Material entirely irrelevant or too limited in quantity to judge.
[25]
14.
(a)
(b)
(i)
glucagon;
(ii)
liver;
[Insist on spelling]
A change to the normal level initiates a response which reduces the effect/
reverses/acts against the change;
1
1
1
[3]
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12
15.
Quality of Communication
The answers to all sections of this question require the use of continuous prose.
Quality of language should be considered in crediting points in the scheme. In
order to gain credit, answers should be expressed logically and unambiguously,
using scientific
terminology where appropriate.
(a)
(b)
(i)
(ii)
max 5
max 5
[15]
16.
(a)
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13
(b)
2
[4]
17.
(a)
(b)
EITHER
1. Use m-RNA + reverse transcriptase to produce gene / (c)-DNA;
2. Restriction enzyme to cut open plasmid;
3. Add sticky ends (to insulin gene and to plasmid);
OR
Allow:
1. Cut out insulin gene / cut open plasmid with restriction enzyme;
2. Use same restriction enzyme on second DNA;
3. Reference to (complementary) sticky ends;
4. Use ligase to join 2 DNA molecules;
5. Modified plasmid taken up by bacteria;
max 4
[5]
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14
18.
Mark
Descriptor
16
Good
14
12
10
Average
Poor
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15
Descriptor
A balanced account making reference to most if not all areas that might
realistically be covered on an A-level course of study.
Unbalanced account with all or almost all material based on a single aspect
Descriptor
Material generally selected in support of title but some of the main content of
the essay is of only marginal relevance.
Some attempt made to relate material to the title but considerable amounts
largely irrelevant.
Descriptor
The essay is generally poorly constructed and often fails to use an appropriate
scientific style and terminology to express ideas.
Sciencemathsmaster.weebly.com
16
Additional notes
Care must be taken in using these notes. It is important to appreciate that the only criteria to be
used in awarding marks to a particular essay are those corresponding to the appropriate
descriptors. Candidates may gain credit for any information providing that it is biologically
accurate, relevant and of a depth in keeping with an A-level course of study. Material used in
the essay does not have to be taken from the specification, although it is likely that it will.
These notes must therefore be seen merely as guidelines providing an indication of areas of the
specification from which suitable factual material might be drawn.
In determining the mark awarded for breadth, content should ideally be drawn from each of the
areas specified if maximum credit is to be awarded. Where the content is drawn from two areas,
two marks should be awarded and where it is taken only from a single area, one mark should be
awarded. However, this should only serve as a guide. This list is not exhaustive and examiners
should be prepared to offer credit for the incorporation of relevant material from other areas of
study.
19.
(a)
(i)
(ii)
(b)
2 max
[4]
20.
(a)
(b)
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17
21.
(a)
(b)
max. 8
Rapid / slow;
direct / broadcast;
short lived/ long term;
mainly electrical ; chemical;
delivery via nerves / blood vessels;
cause depolarisation of target cell membrane /
receptors in membrane of target cell;
max. 4
[12]
22.
(a)
(b)
(c)
(i)
A = insulin
(ii)
B = glucagon
(iii)
max 2
1
[8]
23.
(a)
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18
(b)
max 6
max 6
[12]
24.
(a)
(i)
Hypothalamus;
(ii)
max 2
(b)
Cannot sweat;
And lose heat by evaporation:
Still gains heat from environment/muscle activity;
max 2
[5]
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19
1 25. (a)
(b)
max 6
3
[9]
26.
(a)
(b)
max 4
3
[8]
27.
(a)
(b)
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20
(c)
(d)
max 5
[12]
28.
(a)
(b)
(c)
Glucagon;
Converts glycogen to glucose;
By activating enzymes;
Insulin is inhibited;
1
[5]
29.
(a)
(b)
(c)
Glucagon;
Converts glycogen to glucose;
By activating enzymes;
Insulin is inhibited;
3
[7]
30.
(a)
(b)
(i)
Pancreas;
(ii)
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21
Effect of hormone
Reduces carbohydrate in reservoir D
Promotes A fat breakdown
Promotes C protein breakdown
Increases rate of outflow at E
(c)
(d)
Insulin
Glucagon
(i)
Glycogen;
(ii)
(Adrenaline) D;
(Thyroxine) E;
2
[8]
31.
(a)
(b)
(c)
4 max
Sciencemathsmaster.weebly.com
6 max
22
(d)
3 max
[15]
32.
(a)
(i)
(ii)
(b)
2 max
1 max
rise/fall in rat blood sugar means more/less glucose enters (diffuses) into box;
detected by animal pancreas cells that release insulin/glucagon;
insulin (diffuses) into rats blood;
insulin/glucagon makes rats cells take up/release more glucose;
3 max
[6]
33.
(a)
(b)
(i)
(ii)
3 max
2
[6]
Sciencemathsmaster.weebly.com
23
34.
Good
Mark
16
14
12
10
Average
Descriptor
Most of the material reflects a comprehensive
understanding of the principles involved and a
knowledge of factual detail fully in keeping with a
programme of A-level study. Some material,
however, may be a little superficial. Material is
accurate and free from fundamental errors but there
may be minor errors which detract from the overall
accuracy.
6
4
Poor
Descriptor
A balanced account making reference to most areas that might realistically be
covered on an A-level course of study.
A number of aspects covered but a lack of balance. Some topics essential to
an understanding at this level not covered.
Unbalanced account with all or almost all material based on a single aspect.
Material entirely irrelevant or too limited in quantity to judge.
Sciencemathsmaster.weebly.com
24
Descriptor
All material presented is clearly relevant to the title. Allowance should be
made for judicious use of introductory material.
Material generally selected in support of title but some of the main content of
the essay is of only marginal relevance.
Some attempt made to relate material to the title but considerable amounts
largely irrelevant.
Material entirely irrelevant or too limited in quantity to judge.
Descriptor
Material is logically presented in clear, scientific English. Technical
terminology has been used effectively and accurately throughout.
Account is logical and generally presented in clear, scientific English.
Technical terminology has been used effectively and is usually accurate.
The essay is generally poorly constructed and often fails to use an appropriate
scientific style and terminology to express ideas.
Material entirely irrelevant or too limited in quantity to judge.
[25]
Additional guidance for assessing Scientific Content and Breadth of Knowledge in Essays
The following provides guidance about topics which might be included in the essays. It is not an
exclusive list; the assessment of scientific content does not place restrictions on topics that
candidates might refer to, provided they are
relevant;
at an appropriate depth for A level and
accurate.
It is not expected that candidates would refer to all, or even most, of the topics to gain a top
mark; the list represents the variety of approaches commonly encountered in the assessment to
the essays.
In both essays, topics either from the option modules or beyond the scope of the specification
were also given credit where appropriate. For example, in the essay on cycles, the menstrual
cycle and viral replication from the option modules, and the ornithine cycle, details of which are
not required in the specification, were accepted as suitable examples.
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25
Cycles in biology
Ecological cycles
Nitrogen cycle: role of microorganisms in the processes of saprophytic nutrition, deamination,
nitrification, nitrogen fixation and denitrification. (Names of individual species are not
required.)
Carbon cycle: role of microorganisms in breakdown (respiration)of complex organic
compounds into carbon dioxide making it available for reuse (photosynthesis).
Metabolic cycles
Krebs cycle: acetylcoenzyme A combines with four-carbon molecule to produce a six-carbon
molecule which enters Krebs cycle; the four carbon compound is regenerated during cycle
involving series of oxidation reactions and release of carbon dioxide; production of ATP and
reduced NAD and FAD.
Electron transport chain: cyclical reduction and oxidation of NAD, FAD and other carriers
Synthesis and breakdown of ATP
Light-independent reactions - Carbon dioxide accepted by RuBP to form two molecules of
glycerate-3-phosphate, reduction of glycerate-3-phosphate to carbohydrate, and regeneration of
RuBP.
Physiological cycles
Negative feedback mechanisms: Regulation of body temperature / blood glucose / blood water
potential.
Cardiac cycle: relate pressure and volume changes in the heart and aorta to maintenance of
blood flow.
Role of tropomyosin, calcium ions and ATP in the cycle of actomyosin bridge formation.
Nerve function depolarisation / repolarisation of a neurone in terms of differential membrane
permeability and cation pumps, synthesis and re-synthesis of acetylcholine (synaptic
transmission) / rhodopsin (rods) and restoration of a resting potential.
Life cycles
Mitosis / Cell cycle explanation of stages of mitosis, importance in growth and asexual
reproduction - vegetative propagation.
Meiosis importance in maintaining constant chromosome number from generation
to generation;
outline of process (details of stages not required)
Examples of life cycles might be provided in terms of mitosis, meiosis, fertilisation and
chromosome number.
DNA replication semiconservative replication;
Predator / prey life cycles
Sciencemathsmaster.weebly.com
26
35.
(a)
(b)
(c)
(d)
3 max
line from 80mg, increasing but keeping below line for diabetic, dropping
to 80mg; (line must stablise at, or fluctuate around 80mg)
(i)
(ii)
2 max
36.
(a)
(b)
(thermo)receptors in skin;
(accept receptors in hypothalamus if after reference to cooled blood)
impulses via nerves/neurones to or from; (once only)
hypothalamus;
heat gain/temperature centre (in hypothalamus);
contraction /constriction of arterioles; (not capillaries, or just
vasoconstriction)
diversion through shunt vessels;
(i)
4 max
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27
(ii)
2 max
2
[8]
37.
(a)
(b)
(c)
(d)
EITHER
1. increased (blood) temperature results in increased blood flow through
capillaries in blubber / vasodilation in blubber;
2. increased skin temperature;
3. increased loss of heat from skin;
4. decreased temperature results in reduced blood flow through
blubber capillaries/ vasoconstriction in blubber;
5. correct reference to (sphincter/circular) muscles of arterioles;
6. correct reference to role of shunt vessels;
OR
1. decreased (blood) temperature results in decreased blood flow
through capillaries in blubber / vasoconstriction in blubber;
2. decreased skin temperature;
3. decreased loss of heat from skin;
4. increased temperature results in increased blood flow through
blubber capillaries/ vasodilation in blubber;
5. correct reference to (sphincter/circular) muscles of arterioles;
6. correct reference to role of shunt vessels;
4 max
counter-current principle;
temperature of blood flowing to flipper greater than that leaving it /
temperature of blood greater in artery than vein;
therefore heat (energy) transfer artery to vein;
less heat lost as not transferred to environment/transferred to body core;
3 max
6 max
[15]
38.
(a)
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28
(b)
2 max
2 max
[4]
39.
(a)
(i)
(ii)
(iii)
(b)
(i)
(must be comparative)
(ii)
2 max
[9]
40.
(a)
Sciencemathsmaster.weebly.com
3 max
29
(b)
(c)
2 max
3 max
[8]
41.
(a)
(b)
(c)
(i)
(ii)
3 max
2
[9]
42.
(a)
(i)
(ii)
one mark for example of factor kept constant; one mark for
explaining its importance;
e.g.
temperature / pH; optimum for enzymes / effect of pH /
temperature on enzyme activity;
OR
water potential / blood glucose;
effect of osmotic / blood glucose imbalance on cells;
Sciencemathsmaster.weebly.com
2 max
30
(b)
(i)
(ii)
(c)
1.
2.
3.
4.
5.
7 max
2 max
3 max
[15]
43.
(a)
(b)
taken up by cells;
used in respiration / converted to glycogen;
(c)
4 max
44.
(a)
(b)
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2 max
1
31
(c)
(i)
3 max
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32