PMT

AS
BIOLOGY
(7401/1)
Paper 1

Mark scheme
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MARK SCHEME – AS BIOLOGY PAPER 1 – 7401/1 – SPECIMEN

Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all associates participate in and is the scheme which was used by them in
this examination. The standardisation process ensures that the mark scheme covers the students’
responses to questions and that every associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative
answers not already covered by the mark scheme are discussed and legislated for. If, after the
standardisation process, associates encounter unusual answers which have not been raised they are
required to refer these to the Lead Assessment Writer.

It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular examination
paper.

Further copies of this mark scheme are available from aqa.org.uk

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MARK SCHEME – AS BIOLOGY PAPER 1 – 7401/1 – SPECIMEN

Mark scheme instructions to examiners

1. General
The mark scheme for each question shows:
• the marks available for each part of the question
• the total marks available for the question
• the typical answer or answers which are expected
• extra information to help the examiner make his or her judgement and help to delineate what
is acceptable or not worthy of credit or, in discursive answers, to give an overview of the area
in which a mark or marks may be awarded.
The extra information in the ‘Comments’ column is aligned to the appropriate answer in the left-
hand part of the mark scheme and should only be applied to that item in the mark scheme.
At the beginning of a part of a question a reminder may be given, for example: where
consequential marking needs to be considered in a calculation; or the answer may be on the
diagram or at a different place on the script.
In general the right-hand side of the mark scheme is there to provide those extra details which
confuse the main part of the mark scheme yet may be helpful in ensuring that marking is
straightforward and consistent.

2. Emboldening
2.1 In a list of acceptable answers where more than one mark is available ‘any two from’ is
used, with the number of marks emboldened. Each of the following bullet points is a
potential mark.
2.2 A bold and is used to indicate that both parts of the answer are required to award the
mark.
2.3 Alternative answers acceptable for the same mark are indicated by the use of OR.
Different terms in the mark scheme are shown by a / ; eg allow smooth / free movement.

3. Marking points
3.1 Marking of lists
This applies to questions requiring a set number of responses, but for which students
have provided extra responses. The general principle to be followed in such a situation is
that ‘right + wrong = wrong’.
Each error / contradiction negates each correct response. So, if the number of errors /
contradictions equals or exceeds the number of marks available for the question, no
marks can be awarded.
However, responses considered to be neutral (often prefaced by ‘Ignore’ in the
‘Comments’ column of the mark scheme) are not penalised.

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MARK SCHEME – AS BIOLOGY PAPER 1 – 7401/1 – SPECIMEN

3.2 Marking procedure for calculations

Full marks can be given for a correct numerical answer, without any working shown.
However, if the answer is incorrect, mark(s) can usually be gained by correct substitution /
working and this is shown in the ‘Comments’ column or by each stage of a longer
calculation.

3.3 Interpretation of ‘it’

Answers using the word ‘it’ should be given credit only if it is clear that the ‘it’ refers to the
correct subject.

3.4 Errors carried forward, consequential marking and arithmetic errors

Allowances for errors carried forward are most likely to be restricted to calculation
questions and should be shown by the abbreviation ECF or consequential in the mark
scheme.
An arithmetic error should be penalised for one mark only unless otherwise amplified in
the mark scheme. Arithmetic errors may arise from a slip in a calculation or from an
incorrect transfer of a numerical value from data given in a question.

3.5 Phonetic spelling

The phonetic spelling of correct scientific terminology should be credited unless there is a
possible confusion with another technical term.

3.6 Brackets
(…..) are used to indicate information which is not essential for the mark to be awarded
but is included to help the examiner identify the sense of the answer required.

3.7 Ignore / Insufficient / Do not allow

Ignore or insufficient is used when the information given is irrelevant to the question or not
enough to gain the marking point. Any further correct amplification could gain the marking
point.
Do not allow means that this is a wrong answer which, even if the correct answer is
given, will still mean that the mark is not awarded.

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MARK SCHEME – AS BIOLOGY PAPER 1 – 7401/1 – SPECIMEN

Question Marking Guidance Mark Comments

01.1 1. How to break open cells and remove debris; 3

2. Solution is cold/isotonic/buffered;
3. Second pellet is chloroplast;

01.2 1. A stroma; 2
2. B granum; 2. Accept thylakoid

01.3 �
𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑐ℎ𝑙𝑜𝑟𝑜𝑝𝑙𝑎𝑠𝑡
� μm; 1
𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑏𝑎𝑟

01.4 Two of the following for one mark; 1 max

Mitochondrion/ribosome/endoplasmic
reticulum/lysosome/cell-surface membrane

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MARK SCHEME – AS BIOLOGY PAPER 1 – 7401/1 – SPECIMEN

Question Marking Guidance Mark Comments

02.1 Concentration of substrate solution / of enzyme 1

solution / pH;

02.2 1. 2.5/0.04; 2 1 mark for correct

value
2. g dm–3 minute–1 / g dm–3 s–1;
1 mark for related unit

02.3 1. Initial rate of reaction faster at 37 °C; 5 Allow converse for

correct descriptions
2. Because more kinetic energy; and explanations for
3. So more E–S collisions/more E–S complexes curve at 25 °C
formed;
4. Graph reaches plateau at 37 °C;
5. Because all substrate used up;

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MARK SCHEME – AS BIOLOGY PAPER 1 – 7401/1 – SPECIMEN

Question Marking Guidance Mark Comments

03.1 1. Chromosome is formed of two chromatids; 3

2. (Because) DNA replication (has occurred);
3. (Sister) chromatids held together by
centromere;

03.2 1. Chromosomes in homologous pair; 2

2. One of each into daughter cells / haploid
number;

03.3 Separation of (sister) chromatids / division of 1

centromere;

03.4 1. Independent segregation (of homologous 2 1. Accept random

chromosomes); assortment
2. Crossing over / formation of chiasmata;

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MARK SCHEME – AS BIOLOGY PAPER 1 – 7401/1 – SPECIMEN

Question Marking Guidance Mark Comments

04.1 Deoxyribose; 1

04.2 1. Thymine 18 (%); 2

2. Guanine 32 (%);

04.3 DNA polymerase; 1

04.4 1. (Figure 4 shows) DNA has antiparallel 4

strands/described;
2. (Figure 4 shows) shape of the nucleotides is
different/nucleotides aligned differently;
3. Enzymes have active sites with specific shape;
4. Only substrates with complementary
shape/only the 3’ end can bind with active site
of enzyme/active site of DNA polymerase;

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MARK SCHEME – AS BIOLOGY PAPER 1 – 7401/1 – SPECIMEN

Question Marking Guidance Mark Comments

05.1 PKNJ; 1

05.2 Lutra lutra; 1

05.3 Bone/skin/preserved remains / museums; 1

05.4 1. (Hunting) reduced population size(s), so (much) 2 max Allow any two
only few alleles left;
1. Accept bottleneck
2. Otters today from one/few surviving
2. Accept founder
population(s);
effect
3. Inbreeding;

05.5 1. Population might have been very small/genetic 2 max Allow any two
bottleneck;
2. Population might have started with small
number of individuals / by one pregnant female
/ founder effect;
3. Inbreeding;

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MARK SCHEME – AS BIOLOGY PAPER 1 – 7401/1 – SPECIMEN

Question Marking Guidance Mark Comments

06.1 1. (Overall) outward pressure of 3.2 kPa; 2

2. Forces small molecules out of capillary;

06.2 Loss of water/loss of fluid/friction (against capillary 1

lining);

06.3 1. High blood pressure = high hydrostatic 3

pressure;
2. Increases outward pressure from (arterial) end
of capillary/reduces inward pressure at (venule)
end of capillary;
3. (So) more tissue fluid formed /less tissue fluid is 3. Allow lymph
reabsorbed; system not able to
drain tissues fast
enough

06.4 1. Water has left the capillary; 3

2. Proteins (in blood) too large to leave capillary;
3. Increasing/giving higher concentration of blood
proteins (and thus wp);

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MARK SCHEME – AS BIOLOGY PAPER 1 – 7401/1 – SPECIMEN

Question Marking Guidance Mark Comments

07.1 1. Dissolve in alcohol, then add water; 2

2. White emulsion shows presence of lipid;

07.2 Glycerol; 1

07.3 Ester; 1

07.4 Y (no mark) 1

Contains double bond between (adjacent) carbon
atoms in hydrocarbon chain;

07.5 1. Divide mass of each lipid by total mass of all 2

lipids (in that type of cell);
2. Multiply answer by 100;

07.6 Red blood cells free in blood/not supported by 1 Allow converse for
other cells so cholesterol helps to maintain shape; cell from ileum – cell
supported by others
in endothelium so
cholesterol has less
effect on maintaining
shape

07.7 1. Cell unable to change shape; 2 max

2. (Because) cell has a cell wall;
3. (Wall is) rigid/made of peptidoglycan/murein;

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MARK SCHEME – AS BIOLOGY PAPER 1 – 7401/1 – SPECIMEN

Question Marking Guidance Mark Comments

08.1 Calculations made (from raw data)/raw data would 1

have recorded initial and final masses;

08.2 Add 4.5 cm3 of (1.0 mol dm–3) solution to 25.5 cm3 2 If incorrect, allow 1
(distilled) water; mark for solution to
water in a proportion
of 0.15:0.85

08.3 1. Water potential of solution is less than/more 2 1. Allow Ψ as

negative than that of potato tissue; equivalent to
water potential
2. Tissue loses water by osmosis;

08.4 1. Plot a graph with concentration on the x-axis 3

and percentage change in mass on the y-axis;
2. Find concentration where curve crosses the
x-axis/where percentage change is zero;
3. Use (another) resource to find water potential of
sucrose concentration (where curve crosses
x-axis);

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MARK SCHEME – AS BIOLOGY PAPER 1 – 7401/1 – SPECIMEN

Question Marking Guidance Mark Comments

09.1 1. Outside of virus has antigens/proteins; 3 Accept converse

argument
2. With complementary shape to receptor/protein
in membrane of cells;
3. (Receptor/protein) found only on membrane of
nerve cells;

09.2 1. No more (nerve) cells infected/no more cold 2

sores form;
2. (Because) virus is not replicating;

09.3 Prevents replication of virus; 1

09.4 MicroRNA binds to cell’s mRNA (no mark) 4

1. (Binds) by specific base pairing;
2. (So) prevents mRNA being read by ribosomes;
3. (So) prevents translation/production of proteins;
4. (Proteins) that cause cell death;

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23 September 2014