Cambridge International AS and A Level Biology

Cambridge International AS and A Level
Biology
9700
Paper 2 – AS Level Structured Questions
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Contents
Contents .............................................................................................................................. 3
Introduction .......................................................................................................................... 4
Assessment at a glance ....................................................................................................... 6
Paper 2 – AS Level structured questions ............................................................................. 7
Question 1 ........................................................................................................................ 7
Question 2 ...................................................................................................................... 11
Question 3 ...................................................................................................................... 15
Question 4 ...................................................................................................................... 28
Question 5 ...................................................................................................................... 40
Question 6 ...................................................................................................................... 48
Introduction
Introduction
The main aim of this booklet is to exemplify standards for those teaching Cambridge International AS and A
Level Biology (9700), and to show how different levels of candidates’ performance (high, middle and low)
relate to the subject’s curriculum and assessment objectives.
In this booklet candidate responses have been chosen to exemplify a range of answers. Each response is
accompanied by a brief commentary explaining the strengths and weaknesses of the answers.
For each question, each response is annotated with a clear explanation of where and why marks were
awarded or omitted. This, in turn, is followed by examiner comments on how the answer could have been
improved. In this way it is possible for you to understand what candidates have done to gain their marks and
what they will have to do to improve their answers. At the end there is a list of common mistakes candidates
made in their answers for each question.
This document provides illustrative examples of candidate work. These help teachers to assess the standard
required to achieve marks, beyond the guidance of the mark scheme. Some question types where the
answer is clear from the mark scheme, such as short answers and multiple choice, have therefore been
omitted.
The questions, mark schemes and pre-release material used here are available to download as a zip file
from Teacher Support as the Example Candidate Responses Files. These files are:
Question Paper 22, June 2016

Question paper 9700_s16_qp_22.pdf
Mark scheme 9700_s16_ms_22.pdf
Past papers, Examiner Reports and other teacher support materials are available on Teacher Support at
https://teachers.cie.org.uk
4 Cambridge International AS and A Level Biology 9700

Introduction
How to use this booklet
Cambridge International AS and A Level Biology 9700 5

Assessment at a glance
Assessment at a glance
Candidates for Advanced Subsidiary (AS) certification take Papers 1, 2 and 3 (either Advanced Practical
Skills 1 or Advanced Practical Skills 2) in a single examination series.
Candidates who, having received AS certification, wish to continue their studies to the full Advanced Level
qualification may carry their AS marks forward and take Papers 4 and 5 in the examination series in which
they require certification.
Candidates taking the full Advanced Level qualification at the end of the course take all five papers in a
single examination series.
Candidates may only enter for the papers in the combinations indicated above.
Candidates may not enter for single papers either on the first occasion or for resit purposes.
All components will be externally assessed.
Component Weighting
AS Level A Level
Paper 1 Multiple Choice 1 hour
This paper consists of 40 multiple choice questions, all with four options. All
31% 15.5%
questions will be based on the AS Level syllabus content. Candidates will
answer all questions. Candidates will answer on an answer sheet. [40 marks]
Paper 2 AS Level Structured Questions 1 hour 15 minutes
This paper consists of a variable number of questions, of variable mark value. All
46% 23%
questions will be based on the AS Level syllabus content. Candidates will
answer all questions. Candidates will answer on the question paper. [60 marks]
Paper 3 Advanced Practical Skills 2 hours
This paper requires candidates to carry out practical work in timed conditions.
This paper will consist of two or three experiments drawn from different areas of 23% 11.5%
the AS Level syllabus. Candidates will answer all questions. Candidates will
answer on the question paper. [40 marks]
Paper 4 A Level Structured Questions 2 hours
This paper consists of a variable number of structured questions each with a
variable mark value (Section A) and a choice of one free response style question
– 38.5%
worth 15 marks (Section B). All questions will be based on the A Level syllabus
but may require knowledge of material first encountered in the AS Level
syllabus. Candidates will answer on the question paper. [100 marks]
Paper 5 Planning, Analysis and Evaluation 1 hour 15 minutes
This paper consists of a variable number of questions of variable mark value
– 11.5%
based on the practical skills of planning, analysis and evaluation. Candidates will
answer on the question paper. [30 marks]
Teachers are reminded that the latest syllabus is available on our public website at www.cie.org.uk and
Teacher Support at https://teachers.cie.org.uk

Paper 2 – AS Level structured questions
Question 1
Example candidate response – high Examiner comments
1 1 This candidate responds

appropriately and gives
answers that are
concise and contain
correct scientific terms.
Total marks awarded =

5 out of 5
How the candidate could have improved their answer

E. Giving the ‘Michaelis–Menten constant’ would have demonstrated knowledge of the correct term to use
here. However, knowledge that this is also referred to as the ‘Km value’ was also creditworthy, so the
candidate was able to gain full marks.

Example candidate response – middle Examiner comments
1 Although neither D nor

1 E is correct here, it is
good practice to cross
out an incorrect answer
clearly, leaving only the
answer that should be
marked.

3 out of 5

A. The term ‘energy’ in ‘activation energy’ does not have an uppercase (capital) E. This is only a minor point.
B. The candidate wrote ‘induce fit’, which was accepted; however, the correct term is ‘induced fit
(mechanism)’.
The correct terms required are stated in the syllabus: 'extracellular' (D) and 'Michaelis–Menten constant' (E),
so greater familiarity with these terms would have helped this candidate.

Example candidate response – low Examiner comments
1 It is good that the

candidate qualifies ‘Ea’
with the full term, as it is
that term, given in
brackets, that gains
credit here.
1
2 The candidate gives an
example of a protein
with tertiary and
quaternary structure
rather than the term to
describe a protein that
has an approximately
2 spherical shape.
3 The ‘active site’ is a

term used to describe a
3 particular part of the
enzyme molecule where
catalysis occurs, so
4 does not match the
description.
4 The candidate has

some recollection of this
area of the syllabus but
has confused terms.
The first answer only
was considered and is
incorrect.

2 out of 5

A. Here ‘activation energy’ was incorrectly spelled as ‘activition energy’.
C. It would have helped if the difference between ‘the term to describe’ and ‘the name of . . .’ had been better
understood. ‘Globular’ was the required answer but an example of a globular protein was given.
E. The term given in brackets by the candidate was too different from the 'Michaelis–Menten constant' to be
creditworthy. Candidates should try to learn the correct spellings of scientific terms.

Common mistakes candidates made in this question

A. Some candidates only gave the term ‘activation’ instead of ‘activation energy’. Although this was not
strictly correct, it was allowed.
B. Some candidates gave a mixture of terms, such as ‘induced key’, ‘induced fit key’, ‘induced lock and key’,
‘induced substrate’, ‘lock and key fit’. The examiners were looking only for ‘induced fit’.
C. Examples of globular proteins were incorrectly given in response to this question. Of these, ‘haemoglobin’
was most commonly seen. The spelling of ‘globular’ was not always correct.
D. Terms with the prefix ‘ex’ were given, such as ‘extrinsic’, ‘external cellular’, ‘exocellular’ and ‘exocytosis’.
‘Catalysts’ was also given as an incorrect response.
E. Some candidates were not able to get close enough to the correct spelling of ‘Michaelis–Menten’. ‘Vmax’,
which is a different term, was also given. Some candidates gave ½ Vmax, but this is a stage in deriving Km.
Some candidates also misinterpreted the statement as inhibition, so this term along with ‘competitive
inhibition’ and ‘non-competitive inhibition’ were given.

Question 2
1 An acceptable
description of an
adaptation that is
visible.
Mark for (a)(i) = 1/1

1
21 The adaptation from (i)
is used to explain
correctly how water loss
is reduced. The
candidate gives a logical
2 account that includes a
reason for the reduced
water potential gradient.
Mark for (a)(ii) = 2/2
3 The correct term is used

and is spelt correctly.
3 Mark for (b) = 1/1

4 out of 4

(a) (i) and (ii) Although it is acceptable to use the term ‘hairs’, the more precise term is ‘trichomes’, so the
candidate could have used this to improve their answer.
Mark awarded = (a) (i) 1/1, (ii) 2/2

Mark awarded = (b) 1/1
Total marks awarded = 4 out of 4

1 The phrase ‘to reduce

water loss’ is not
necessary here as it
repeats part of the
question.
Mark for (a) (i) = 1/1
2 The candidate correctly

uses the feature given in
1 (a) (i) in their
explanation. The term
2 ‘barrier’ has been
ignored as the
explanation that follows
is sufficient to show
understanding of a
humid region in the
enclosed area. There is
correct use of the term
‘water potential
gradient’.
Mark for (a) (ii) = 1/2
Mark for (b) = 1/1

3 out of 4

(a) (i) Credit was awarded here, but the trichomes could have been specifically named, instead of ‘hair-like
structures’, and their location could have been more clearly defined as within the enclosed area of the leaf.
(a) (ii) The candidate should have referred to ‘water vapour’ instead of just ‘water’.


1 This answer repeats

information already
given in the question,
which asks for one other
adaptation.
1
2 This explains a feature

2 of leaves in general and
is not specific to only
this type of leaf, which
has a number of
adaptations to reduce
water loss by
transpiration.
3
3 The reference to ‘the
enzyme’ is confusing
and suggests that the
candidate has not read
through their answer to
spot this error.
Mark for (b) = 1/1

1 out of 4


(a) (i) The candidate could have looked at the obvious features of a rolled leaf and trichomes in Fig. 2.1 and
observed that these were very different features to leaves that do not have adaptations which reduce water
loss. The answer ‘waxy cuticle’ is a common feature of leaves and not an adaptation which reduces water
loss.
(a) (ii) Candidates who had given ‘waxy cuticle’ as their answer to (a) (i) were allowed to carry the error
forward as there were some creditworthy points that could have been made. Here, the candidate could have
explained it was a ‘thicker impermeable’ layer and referred to an increased diffusion distance. Also, the term
‘water vapour’ rather than ‘water’ should have been used.


(a) (i) The trichomes were incorrectly termed ‘root hairs’, ‘needles’, ‘spikes’, ‘spines’ or ‘cilia’.
Some candidates gave features that had already been given in the question or just stated ‘smaller surface
area’.
(a) (ii) The movement of water and water vapour should be explained in terms of water potential, but it was
common to see an explanation in terms of concentration, which should be avoided. Some candidates
considered differences in water potential, but instead of saying water moves from a higher to a lower water
potential, stated that water moves from a high water potential gradient to a low water potential gradient,
which is incorrect. Some forgot to state that it was water vapour that left via the stomata and only stated
‘water’. Others thought that the trichomes absorbed water rather than being present to create a humid area.
Some referred to ‘inside the leaf’ when in fact they meant the area enclosed by the rolled leaf, which is still
external air.
(b) Here the most common mistakes were to term a xerophyte a ‘xerotype’, ‘or ‘xenophyte’ or to state a type
of xerophyte, so that ‘cactus’ was commonly seen.

Question 3
1 The correct calculated

value is given and the
working is also shown
clearly.
1
2 The idea of taking

population size into
account is implied by
the statement that
2 different countries have
different population
sizes. The candidate
has supported this
clearly with their
calculated data from (a)
(i) and some data
extracted from Table
3.1. The values have
been correctly
transferred to their
response.

Example candidate response – high, continued Examiner comments

3 The candidate has set

out their response
clearly, starting with a
sentence that supports
3 the statement. They
then include information
about Niger as an
example. A trend is
made clear and this is
supported with correct
data taken from the
graph and the table.
4 4 The sentences about
Gambia are strong
pieces of evidence to
5 support the statement –
these are expressed
well by the candidate.
Again, correct data is
given in support.
5 The candidate makes it

clear here that they are
switching to provide
evidence that does not
6 support the statement.
Mark for (b) = 4/4
6 This is a very good

7 description of the
vaccine used in the
successful campaign to
eradicate smallpox.
7 A very thorough answer

displaying good
understanding.
Mark for (c) = 2/2
Mark for (d) = 1/1

8 There are actually two

acceptable examples in
this second answer; the
cost of manufacturing
8 viruses would have
been enough to earn the
mark.
Mark for (e) = 2/2

14 out of 14

(a) (ii) The relevance of different population sizes for different countries is referred to at the start and halfway
through the response. This point is made more clearly the second time, although it could have been qualified
by stating that giving the cases per 100 000 takes into account the differences in population size. Although
full marks were awarded here, another advantage would be that numbers per 100 000 provide information
about the severity of the disease when different countries are compared, or in one country over time.
(b) The candidate used the term ‘outbreak’ to describe a large increase in cases of measles, but the very
large increase in cases seen in the stated countries could have been described as an epidemic. In this case,
the candidate had already written enough to be awarded the maximum number of marks.

Mark awarded = (c) 2/2
Mark awarded = (d) 1/1
Mark awarded = (e) 2/2

1 The steps in the

calculation are set out
1 clearly and the
candidate has
remembered to give the
calculated value to the
nearest whole person in
order to match the
values given in the
question examples.
2 The candidate has done

just enough to show
their understanding that
the different countries
have different
population sizes.
2 Mark for (a) (ii) = 1/3

Example candidate response – middle, continued Examiner comments

3 The candidate makes it

clear which country is
3 being described and
states the year, the
percentage of children
vaccinated and the
number of cases per
100 000 to support their
statements.
Mark for (b) = 2/4
4 Two main features are

outlined here. The
outline of the second
feature is directly linked
to the vaccination
programme and gains
credit.
4
Mark for (c) = 1/2
5 The candidate knows

5 that this is active
immunity and qualifies
this with the precise
type of active immunity.
Mark for (d) = 1/1

6 The second example is

well described. The first
example implies
transport costs and is
given credit.
6 Mark for (e) = 2/2

9 out of 14

(a) (ii) Here the candidate tried to point out the disadvantages of showing the actual number of cases when
they should have focused on the advantages of using number of cases per 100 000 people, as the question
asked. The idea that different countries have different population sizes is only weakly implied by quoting the
population values; a worded statement would have been better here.
(b) The trends in vaccination should have been given for the different countries here. It was not sufficient to
quote one year and give the value of the number of cases per 100 000, as this did not show whether or not
the vaccination programme which takes place in a country over a number of years is successful in protecting
the population. Trends for other countries (Eritrea, Niger and Central African Republic) could also have been
described, using data to support the description. In terms of commenting on the success of the vaccination
programme, it was necessary to look at the trend of vaccination in one country and compare this to the
number of cases per 100 000 for the same country, rather than take one year and compare two different
countries.
(c) The candidate could have qualified their correct statement about the Variola virus not changing its
surface antigens by going on to state that this meant that only one type of vaccine was required.


1 Although there are other

calculations and values
for Chad and Eritrea,
the candidate has
written ‘Ethiopia’ and on
1 the same line given the
correct calculation. The
correct rounded-down
answer is also given.
2 There is some hint of an

understanding that
2 different countries have
different populations,
but not enough to be
awarded any marks.

Example candidate response – low, continued Examiner comments

3 The candidate includes

the four items that are
required to gain credit
for data to support the
statement: country;
number of cases per
100 000; percentage
vaccination value; and
3 year. As these are all
correctly extracted from
the graph and the table,
4 one mark can be given.
4 This is not quite the

5 same as saying that a
consistently high
percentage vaccination
will lead to a low
number of cases.
‘Higher’ could mean
20% instead of 10% and
‘less’ could mean 11.5
instead of 12.0 cases
per 100 000.
5 There is no year to
accompany this value
6 for cases per 100 000
and the percentage
vaccination value is not
correct for any of the
7 years for Gambia.
Mark for (b) = 1/4
6 This is only part-way to

gaining the mark as
there is no precise
8 statement about the
vaccine: ‘easy to
produce ...’ is too vague.
7 This is not directly

related to the global
vaccination programme.
Mark for (c) = 0/2
8 Good knowledge is
shown and the precise
type of immunity is
correctly stated.
Mark for (d) = 1/1

9 9 Measles is caused by a
virus.
10 The question is about

10
vaccines and not
enzymes.
Mark for (e) = 0/2

4 out of 14

(a) (i) There is some irrelevant information in the space available for the calculation and the correct
calculated value. This should have been crossed out to ensure that the examiner only considered the correct
calculation.
(a) (ii) A firm statement that different countries have different populations would have helped to gain credit
here. More marks could also have been gained if the idea of ‘easier to use’ was explained by stating that
cases per 100 000 shows the proportion of the population with the disease. Further detail on ‘simple to use’
should have been given. This could have included the idea that it allows comparison between countries or
shows the severity of the disease between countries or over time within one country.
(b) The data for Eritrea should have been qualified by stating that a high percentage vaccination throughout
the years shown also produces a low number of cases of measles per 100 000. The candidate did not give a
trend, supported by extracted data, for any stated country to show that an increase in percentage of children
vaccinated is linked to a decrease in cases per 100 000 of measles, or vice versa.
(c) The first feature could have been qualified by explaining that only one type of vaccine needed to be
developed for use so that the same one could be used throughout the eradication programme. The outline of
the second feature needed to include a statement about the global vaccination programme, such as a high
proportion of the world being vaccinated, or about the vaccine, such as its heat stability owing to freeze-dried
preparation.
(e) The candidate had a gap in their knowledge about the type of organism causing measles. The idea of the
incubator to produce bacteria is about the preparation of the vaccine, but the causative organism is a virus.
The second statement about production would have gained credit if the candidate had checked their
response and noted the error of ‘enzyme’ instead of ‘vaccine’. Other examples of costs could have been
wages for the health workers to deliver the vaccine or the cost of transport of the vaccine.



(a) (i) Not all candidates gave the answer to the nearest whole case here. Some included the correct
working, but were a factor of ten or more out in their final answer, while others rounded to 1180.
(a) (ii) Some candidates stated that cases per 100 000 were averages, rather than a proportion (or ratio).
Some did not realise that the cases per 100 000 were calculated from actual reported cases of measles and
stated that it was quicker to use estimates. Some incorrectly thought that the values represented the number
of deaths from measles.
(b) Many candidates forgot to consider the time aspect of a vaccination programme or to realise that they
should have been looking for trends over the years rather than quoting values for one year only. When
quoting data extracted from the table and graph, many forgot to state one or more of: the country; whether
the percentage vaccination was increasing or decreasing; the cases per 100 000. Some misread the curve
for Chad and thought it represented Central African Republic. Some only used Fig. 3.1, which meant they
could only comment on the percentage of children vaccinated over time. Some concentrated only on one or
two countries and did not give any description or comments for the other countries.
(c) Many candidates correctly stated that the smallpox virus did not mutate, but did not go on to explain how
this impacted on the vaccine and vaccination programme, namely that only one vaccine needed to be
developed and could be used throughout the programme. Some mistakenly thought that the vaccine was
frozen rather than being freeze-dried. A number wrote about how to improve a measles vaccination
programme, but as they did not state that this was carried out for the smallpox vaccination programme, they
could not gain credit for knowledge of the smallpox programme.
(d) Some candidates only stated that this was ‘active immunity’. This was not enough as active immunity can
be either ‘artificial’, as in this case, or ‘natural’.
(e) Some candidates did not relate their answer to a vaccination programme and gave examples of how an
individual would incur costs. Some did not make clear the difference between vaccine and vaccination, and
‘vaccination would cost’ is vague and not the same as ‘the cost of purchasing vaccines’.

Question 4
1 To remind themselves
of the structure of the
1 heart and its associated
blood vessels, the
candidate has
annotated Fig. 4.1 to
help them formulate
their response.

2 The response has been

set out so that it is clear
that both ‘closed’
2 circulation and ‘double’
circulation are being
explained.
Mark for (a) = 2/2
3 The candidate gains

credit for the correct
name for valve Y. Note
that stating
3 ‘atrioventricular valve’
alone would not gain the
mark; this needs to be
the ‘right atrioventricular’
valve.
Mark for (b) = 4/4
Mark for (c) = 1/1
4 Adaptations of surfaces
for gas exchange are
not required as the
4 question asks for a
description of gas
exchange.
5 A sequential account is
5 given, demonstrating
good understanding of
the process.
6 6 The outside air,

7 alveolus, capillary and
red blood cell are all
mentioned to show that
the complete process
has been considered.
7 Both respiratory gases

are mentioned.
Mark for (d) = 3/4

8
8 The candidate has
clearly crossed out an
incorrect answer and
given the correct
response below.
Mark for (e) (i) = 2/2
9 The main features of

facilitated diffusion are
given clearly and the
9 response is to the point.
The focus is on the
transport of glucose, as
required by the
question.
Mark for (e) (ii) = 3/3

15 out of 16


(a) When explaining a ‘closed’ circulation, a more complete response would be to name the three main types
of blood vessels and the heart. However, this answer was enough to gain the marks.
(c) Although the candidate had no problem gaining this mark, it is not correct to name a red blood cell as
Red Blood Cell, with upper case (capital) initials.
(d) More detail on the passage of oxygen from the alveolus to the red blood cell and vice versa (of carbon
dioxide) could have been included here. The thin wall of the alveolus should have been described as the
‘squamous epithelium’ and the capillary wall named as the ‘endothelium’. More detail on the diffusion of the
gases could have included reference to the diffusion down a steep gradient, with some qualification of how a
steep gradient is maintained.
(e) (ii) Although ‘channel protein’ was accepted, the actual type of membrane protein for the facilitated
diffusion of glucose is a ‘carrier protein’. One of the main features of a carrier protein for glucose is a binding
site specific for glucose. On binding there is a conformational (shape) change that allows the movement of
glucose across the membrane.
Mark awarded = (a) 2/2

Mark awarded = (e) (i) 2/2, (ii) 3/3


1 The candidate has

written just enough to
show an understanding
that, for a full circulation
around the body, the
blood passes through
1 the heart twice. There is
no explanation of the
term ‘closed’.
Mark for (a) = 1/2
2 2 There are only three

correct answers here.
Although heart chamber
Z is an ‘atrium’, the
candidate has stated
‘right’ instead of ‘left’.
Mark for (b) = 3/4
3 3 This is a description of
blood rather than a
component.
Mark for (c) = 0/1
4 Although there is little

detail about the pathway
4 taken and ‘the lungs’ is
stated rather than ‘the
alveolus’, the candidate
5 shows an understanding
that oxygen enters the
red blood cell, so gains
credit.

identifies the
mechanism of transport
of the respiratory gases
and knows the direction
of movement of both
oxygen and carbon
dioxide.
Mark for (d) = 3/4

6
6 ‘Nucleus’ is acceptable
for structure F, but
‘lacteal’ for G is
incorrect as this is not a
cell structure. A lacteal
is a lymph vessel.
7 7 The candidate realises

that glucose must pass
through a membrane
protein so gains credit.
Movement of glucose
down the concentration
gradient from the
intestinal epithelial cell
towards the capillary is
not clearly given in this
response.

9 out of 16


(a) The candidate could have stated the pulmonary and systemic circulations, to be sure of gaining credit
here. They should also have included an explanation of ‘closed circulation’, either by mentioning that blood is
contained in blood vessels or by naming the three main types of blood vessels and the heart.
(b) The candidate needed to remember that the sides of the heart and the heart chambers are named as if
one is facing a person and so the right-hand side of the diagram is actually the left side of the heart.
(c) The candidate should have followed through on the idea of oxygen and remembered that oxygen is
carried in red blood cells. Oxygen is not considered a component of blood, as it is carried by haemoglobin
within red blood cells.
(d) The oxygen should have been described as diffusing from the alveolus, rather than from the lung. The
candidate could have included detail of the pathway, the squamous epithelium of the alveolus and the
endothelium of the capillary.
(e) (i) The information provided stated that Fig. 4.2 showed intestinal epithelial cells. As the nuclei are
obvious, with further study of Fig. 4.2 the candidate might have realised that the thin line between one cell
and the next was the cell surface membrane.
(e) (ii) The ‘channel protein’ was acceptable here, as the candidate understood that glucose cannot cross
the cell surface membrane unaided. However, ‘carrier protein’ would have been more correct. The
movement down the concentration gradient could have been expressed as going from a high to a low
concentration (a high concentration within the epithelial cell to a lower concentration outside the cell). To
gain full marks, a statement that the movement is passive should have been included.



1 The candidate attempts

to explain both ‘closed
circulation’ and ‘double
1 circulation’. Neither
explanation is close
enough to the required
answers to gain credit.
Mark for (a) = 0/2
2
2 This was accepted for
‘aorta’.
Mark for (b) = 3/2
Mark for (c) = 0/1
3 The candidate
demonstrates
knowledge of the
direction of movement
of each of the
respiratory gases and
their mechanism of
3
movement.
Mark for (d) = 2/4


realises that a carrier
protein is involved, so is
credited for this.
Although ‘down the
concentration gradient’
4 is given here, there is no
mention of glucose
moving down this
gradient from the cell to
the outside. The final
sentence states that
glucose cannot cross
the membrane so
appears to be a
contradiction. As this is
not qualified further, no
more marks are given.

7 out of 16


(a) The explanation of closed circulation needed to show understanding that blood is contained in blood
vessels. The statement for double circulation should have been more precise about the ‘two different paths’.
Either the pulmonary and systemic circulations could have been named, or a more precise answer should
have been given stating that the full circulation of blood means passage through the heart twice.
(b) The candidate could have attempted to name all the structures and not leave valve Y blank. The aorta,
blood vessel W, could have been spelled correctly.
(c) A greater familiarity with the difference between blood and lymph would have helped this candidate to
suggest either red blood cells or plasma proteins here. These two components are unable to pass from the
blood into the tissue fluid so will not be collected by the lymph system.
(d) The candidate could have stated that oxygen enters the red blood cell and given detail on the pathway
via the squamous epithelium of the alveolus and the endothelium of the capillary.
(e) (i) In Fig. 4.2 the rough endoplasmic reticulum (written as ‘endoplastic’ by the candidate) would not look
like a single dark line separating the two cells. The best response would have been ‘cell surface membrane’,
but if the candidate had given just ‘cell membrane’, this would have been accepted.
(e) (ii) The final sentence should have been completed with ‘so the glucose moves through the carrier
protein’, or similar. The candidate could also have stated that no energy is required for the glucose to cross
the membrane, and should have made clear that glucose molecules move down the concentration gradient
from the cell to the outside.


In (a), it was common for candidates to only describe double circulation and ignore ‘closed circulation’. It was
also common for candidates to describe closed as ‘blood is unable to leave’ without any mention of blood
vessels. For double circulation, it was not correct to write about the passage of blood through the heart as
going ‘across’ or ‘around’ the heart. Some described one complete circuit around the body as one cardiac
cycle, which is incorrect. A cardiac cycle refers to the heartbeat. Another common error was to state that for
one heartbeat, the blood passes into two circulations.
(b) A common error here was to spell ‘aorta’ incorrectly, usually as ‘arota’. The other common error was to
name the atrioventricular valve but forget to state that it was the right atrioventricular valve.
(c) Many incorrectly gave a respiratory gas, carbon dioxide or oxygen, instead of considering a larger
component of blood, such as a red blood cell or plasma protein. A number also gave ‘white blood cell’,
forgetting that these can be found in the lymph system.
(d) There was often a lack of precision in describing the movement of oxygen or carbon dioxide: oxygen was
described as moving from the lung to the capillary, or carbon dioxide from the capillary to the lung, rather
than giving the correct structure, ‘the alveolus’. It was also common for candidates to list the adaptive
features of a gas exchange surface, which did not answer the question.
(e) (i) Some candidates did not notice the faint line separating the intestinal epithelial cells and gave
‘cytoplasm’ as their answer.
(e) (ii) The most common mistake in outlining features of facilitated diffusion was to state that it was an
active energy-requiring process. Another common mistake was to state that glucose is transported across by
both channel and carrier proteins, whereas glucose is transported only by a carrier protein. Candidates who
gave ‘channel protein’ were not penalised, but this is not strictly correct.

Question 5
1
1 The main features of the
structure of a
chromosome are given
first. Later in the
response, more detail is
given when telomeres
are mentioned.

2 The candidate deals

with one feature at a
time and the two stages
2 are compared to
highlight the differences.
The candidate names
each stage to avoid
confusion and uses the
connector ‘however’ to
introduce a difference.
Mark for (b) = 2/2
3 The candidate has

applied their knowledge
of the main features of
3 cell signalling to this
example of the plant
hormone cytokinin and
its involvement in
cytokinesis at the end of
mitosis. The response is
written to give a
sequential account.
Mark for (c) = 3/3

9 out of 9

(a) (ii) The candidate drew a diagram to accompany their response. The diagram should have been labelled
to support the written text.
(b) To make their response easier to mark, the candidate could have set out the comparison of the second
feature a little more clearly. There is space to finish the statement about the chromosomes at metaphase
consisting of two sister chromatids. The candidate could have drawn a line to separate the end of this
sentence from the sentence about the chromatid at late anaphase.
(c) The location of the receptors could have been described more accurately as being in the cell surface
membrane of the cell.


1 This first part is fine as

an answer. The rest of
the answer, ‘…two sister
chromatids’ is not
necessary here, but
1
would be useful in (a)
(ii).
2
2 Although the candidate
uses the plural
‘chromosomes’, a mark
is awarded for the idea
of two chromatids per
single chromosome.

3 The stages are named

to avoid confusion.
There is just enough
here to show
understanding of a
single chromosome at
3 metaphase composed
of two chromatids and
separated chromatids at
anaphase.
The fact that the equator
at metaphase and the
poles at anaphase are
noted is enough to gain
the second mark,
although ‘ends of the
poles’ has been given
the benefit of the doubt.
4 Mark for (b) = 2/2
4 The reference to ‘glut’

was ignored here (this is
specific to glucose). The
candidate demonstrates
understanding that the
presence of cytokinin
causes a cascade of
reactions that leads to
cytokinesis. The location
of the receptor is also
given correctly.
Mark for (c) = 2/3

6 out of 9


(a) (ii) The information that the candidate provided in (a) (i) about two sister chromatids should have been
included here to gain an additional mark. The reference to ‘chromosomes’ and not ‘a single chromosome’ is
also confusing. If the candidate had noted that the chromatids were joined at the centromere, or drawn a
labelled diagram, this would have helped to gain maximum marks.
(b) There were a few minor errors here, though not sufficient to withhold credit. If these had been corrected,
the answer would have been of better quality. The kinetochore should not have been called ‘a molecule’. In
addition, ‘opposite ends of the poles’ should have been written more simply and more correctly as ‘opposite
poles’. The chromosome at metaphase could have been qualified by stating that it was comprised of the two
chromatids joined at the centromere.
(c) The candidate could have gained the final mark by explaining that cytokinin binds to the receptor located
in the cell surface membrane. The reference to ‘glut’ should not have been given as glut proteins are
membrane transport proteins for glucose.


1 The candidate describes

events occurring in the
1 cell during early
prophase, which is not
required by the
question.
2 2 This is correct
information so gains a
3 mark. There is no
reference to two
chromatids or to
sister/identical
chromatids.
3 The candidate moves

away from the aim of
the question here and
attempts to describe the
behaviour of the
chromosomes at late
prophase.

4 This is an excellent
answer that is clearly
laid out to show the
differences. Notice that
4 the candidate mentions
two sister chromatids:
this is information that
could have been
included in (a) (ii).
Mark for (b) = 2/2
5 The reference to
receptor cells is too
ambiguous to award
either a mark for target
5 cells or a mark for
binding to receptors.
There is therefore not
enough to show
understanding that
binding to receptors
results in a cascade of
reactions leading to
cytokinesis.
Mark for (c) = 0/3

3 out of 9

(a) (i) The candidate should have focused on the changes occurring to the DNA/chromatin to make it more
visible, rather than describing events occurring at early prophase.
(a) (ii) More detail about the chromosome was required here. Using the term ‘chromatids’ is not sufficient to
imply two chromatids, nor does it show understanding that the two chromatids are identical.
(c) The hormone should have been described as attaching to the receptors of the target cells, rather than
stating ‘receptor cells’, which is wrong. It was not clear if the candidate was describing receptors in the target
cells as receptor cells or describing the target cells as receptor cells. The location of the receptors should
have been given. There should have been a clear reference to the binding of the hormone to a receptor,
which then triggers a sequence of events ending with cytokinesis.



(a) (i) and (ii) This question was misread by some candidates, who described early and then late prophase
rather than the behaviour of the chromosome at prophase, as requested. There were also some who were
confused about a single chromosome comprised of two sister chromatids and a homologous pair of
chromosomes. An incorrect term, ‘homologous chromatids’, was frequently seen in (a) (i), and chromosomes
were sometimes incorrectly described as ‘uncoiling’.
(b) The equator was stated to be the centre or middle of the cell, which was not creditworthy. Similarly, the
poles were given as the ‘ends’.
(c) A common mistake was to describe cytokinin as having a receptor, rather than the receptor being on the
target cell. Some misread ‘cytokinin’ as ‘cytokine’ and described stages in the immune response.

Question 6
1 The diagram is set out

clearly so that it is easy
1 for the examiner to
check knowledge of the
structure of α-glucose.
2 An excellent response
showing knowledge of
α,1-6 bond formation
between glucose
2
monomers and an
understanding of the
specificity of enzymes.
Mark for (a) (iii) = 1/1
3 A comprehensive
3 response.
Mark for (b) (i) = 2/2

4 The ‘sense strand’ was

ignored in this response.
The DNA strand that is
4 copied to form the
mRNA can be termed
the template strand.
5
5 It is made clear that only
one codon is altered,
which would lead to a
single amino acid
change
6 This is a flowing,
sequential account. The
6 candidate knows the
difference between
transcription and
translation and knows
the main events that
occur in each process.
Mark for (b) (ii) = 3/3
7 The second and third

cell structures match the
7
descriptions of the
function. However, the
first cell structure should
be the nucleolus.
Mark for (c) = 2/3

11 out of 12

(a) (i) The candidate could have made sure that the bonds between the carbon atoms and the hydroxyl
groups showed bonding between C and O. The candidate’s diagram has the bond leading from the carbon
atom to a location between the O and the H. This was not penalised.
(b) (i) The only error here was the misspelling: ‘lenght’, instead of ‘length’.
(c) Careful rereading of the function and reflection on the meaning of the phrase ‘assembles ribosomes’
might have reminded the candidate of the role of the nucleolus.
Mark awarded = (a) (i) 2/2, (ii) 1/1, (iii) 1/1

Mark awarded = (b) (i) 2/2, (ii) 3/3

1 Even if the method of

writing over the corners
of the ring structure with
1 C and O is ignored, the
candidate only shows
11 and not 12 hydrogen
atoms. Three of the
carbons, the hydroxyl
groups, are not drawn in
the correct position.
2 This is not the correct

spelling, but the
2 candidate is awarded
the mark.
3 This describes the

action of an enzyme in
general rather than
focusing on the action of
3 the glycogen branching
enzyme.
Mark for (a) (iii) = 0/1
4 The information
provided about a gene
is a correct explanation
and gains full marks.
Mark for (b) = 2/2

5 The word ‘oder’ is taken

5 to mean ‘order’ and so a
mark can be awarded.
There is no other
creditworthy material in
the response. The
candidate more or less
repeats the idea that an
altered polypeptide is
formed.
6 Full marks are awarded

here. The candidate has
read the first function
statement carefully and
6 correctly deduces that
the structure is the
nucleolus.
Mark for (c) = 3/3

7 out of 12

(a) (i) The candidate could have practised drawing the correct ring structure of α-glucose as part of their
revision.
(a) (ii) The candidate’s spelling of ‘glycosedic’ for ‘glycosidic’ should have been corrected.
(a) (iii) The candidate should have used knowledge of the structure of glycogen to consider the precise
function of the glycogen branching enzyme, or should have applied knowledge of enzyme specificity to
explain why the formation of the different bonds requires a different enzyme.
(b) (ii) The candidate needed to continue a sequential account and give the next steps in the formation of the
polypeptide chain, having begun correctly with the altered nucleotide sequence.


1 The diagram is not

1 complete and there is
too much guesswork left
to the examiner to be
able to award any
marks.
2 This answer is too

general because the
candidate has explained
why a branched
molecule will help in the
overall compact shape.
2 There is no comment
about the role of the
glycogen branching
enzyme or enzyme
specificity in the
synthesis of glycogen.
3
Mark for (a) (iii)= 0/1
3 A component of DNA
4
would be a nucleotide.
4 This reads as if one

gene has the
information to produce a
number of different
proteins as well as
produce amino acids,
which is not correct.
Mark for (b) (i) = 0/2

5 The candidate shows

5 understanding that a
different mRNA would
be formed here. The
idea that a tRNA would
bring a different amino
acid to the ribosome is
implied and is awarded
a mark.
6 The first structure is

incorrect, but the
second and third are
awarded marks.
Mark for (c) = 2/3

5 out of 12


(a) (i) The candidate needed to learn this structure and produce a more complete diagram so that the
relative positions of the H and OH groups for each carbon and the position of the CH 2OH group were shown.
(a) (iii) The candidate needed to consider the synthesis of glycogen here. They understood that glycogen is
a branched molecule, so stating the function of the glycogen branching enzyme in forming α-1,6 glycosidic
bonds would have gained credit.
(b) (i) The gene should have been described as a length or section of DNA and it should have been made
clear that the gene codes for a polypeptide.
(b) (ii) The candidate should have begun their account with the idea that the sequence of nucleotides on the
DNA would be altered, and/or stated that a base substitution had occurred. The statements about tRNA
could have been more precise. The idea that a tRNA with a different anticodon would bring a different amino
acid to the ribosome for translation was not clearly stated.
(c) The candidate should have given ‘nucleolus’ as the structure responsible for assembling ribosomes.


(a) (i) The CH2OH group was frequently incorrect, for example C2H5OH or CH2O. Many forgot to draw in the
hydrogen for carbon 5, while a number inverted the H and OH groups for carbons 2 and 3.
(a) (ii) The spelling of ‘glycosidic’ was frequently incorrect. Some gave ‘peptide’ or ‘hydrogen bond’ in error.
(a) (iii) The most common mistake was to be too general and state that the enzyme was needed to form
branches, or that the enzyme lowered activation energy, rather than stating precisely the type of bond
catalysed by glycogen branching enzyme or showing an understanding of active sites and specificity in bond
formation.
(b) (i) Many responses to this were too vague, referring to genes producing characteristics and not giving
molecular detail as stated in the relevant syllabus learning outcome. Quite a few candidates confused the
idea of a gene coding for a polypeptide with the genetic code and incorrectly stated that a gene had a
genetic code. Some thought that a gene was only a triplet of bases. Others stated that a gene coded for an
amino acid rather than a polypeptide.
(b) (ii) A change of one amino acid means that only one codon is altered. However, many candidates
suggested that insertion or deletion mutations could have occurred. Some candidates did not outline any of
the events in transcription and translation and wrote instead about how changes in a polypeptide would lead
to a non-functioning protein.
(c) The most common mistake here was to give ‘rough endoplasmic reticulum’ instead of ‘nucleolus’ for the
first function.

Cambridge International Examinations
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t: +44 1223 553554 f: +44 1223 553558
e: info@cie.org.uk www.cie.org.uk
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Assessment at a glance ....................................................................................................... 6

Paper 2 – AS Level structured questions ............................................................................. 7

Question Paper 22, June 2016

4 Cambridge International AS and A Level Biology 9700

How to use this booklet

Cambridge International AS and A Level Biology 9700 5

All components will be externally assessed.

6 Cambridge International AS and A Level Biology 9700

Paper 2 – AS Level structured questions

Example candidate response – high Examiner comments

1 1 This candidate responds

Total marks awarded =

How the candidate could have improved their answer

Cambridge International AS and A Level Biology 9700 7

Example candidate response – middle Examiner comments

1 Although neither D nor

Total marks awarded =

How the candidate could have improved their answer

8 Cambridge International AS and A Level Biology 9700

Example candidate response – low Examiner comments

1 It is good that the

3 The ‘active site’ is a

4 The candidate has

Total marks awarded =

How the candidate could have improved their answer

Cambridge International AS and A Level Biology 9700 9

Common mistakes candidates made in this question

10 Cambridge International AS and A Level Biology 9700

Example candidate response – high Examiner comments

Mark for (a)(i) = 1/1

Mark for (a)(ii) = 2/2

3 The correct term is used

3 Mark for (b) = 1/1

Total marks awarded =

How the candidate could have improved their answer

Mark awarded = (a) (i) 1/1, (ii) 2/2

Total marks awarded = 4 out of 4

Cambridge International AS and A Level Biology 9700 11

Example candidate response – middle Examiner comments

1 The phrase ‘to reduce

Mark for (a) (i) = 1/1

2 The candidate correctly

Mark for (a) (ii) = 1/2

Mark for (b) = 1/1

Total marks awarded =

How the candidate could have improved their answer

Mark awarded = (a) (i) 1/1, (ii) 1/2

Total marks awarded = 3 out of 4

12 Cambridge International AS and A Level Biology 9700

Example candidate response – low Examiner comments

1 This answer repeats

2 This explains a feature

Mark for (a) (ii) = 0/2

Mark for (b) = 1/1

Total marks awarded =