AQA 9201 1 Final MS Nov23 V1.0hii

INTERNATIONAL GCSE
Biology
9201/1
Paper 1
Mark Scheme
November 2023
Version: 1.0 Final
*23BY92011/MS*
MARK SCHEME – INTERNATIONAL GCSE BIOLOGY – 9201/1 – NOVEMBER 2023
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 Examiner.
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 oxfordaqa.com
Copyright information
OxfordAQA retains the copyright on all its publications. However, registered schools/colleges for OxfordAQA are permitted to copy material from this booklet for
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Copyright © 2023 OxfordAQA International Examinations and its licensors. All rights reserved.
2
Level of response marking instructions

Level of response mark schemes are broken down into levels, each of which has a descriptor. The
descriptor for the level shows the average performance for the level. There are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as
instructed) to show the qualities that are being looked for. You can then apply the mark scheme.
Step 1 Determine a level

Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to pick holes in
small and specific parts of the answer where the student has not performed quite as well as the rest. If
the answer covers different aspects of different levels of the mark scheme you should use a best fit
approach for defining the level and then use the variability of the response to help decide the mark within
the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be
placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
Step 2 Determine a mark

Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate
marks can help with this. The exemplar materials used during standardisation will help. There will be an
answer in the standardising materials which will correspond with each level of the mark scheme. This
answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
with the example to determine if it is the same standard, better or worse than the example. You can then
use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
mentioned in the indicative content to reach the highest level of the mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
3
AO /
Question Answers Extra information Mark
Spec. Ref.
01.1 a gene 1 AO1

3.5.3b
3.5.2a
AO /
Spec. Ref.
01.2 sex cells 1 AO1

3.5.3b
3.5.2a
AO /
Spec. Ref.
01.3 (no mark for identifying cell) AO2

3.5.3c
(cell A nucleus) – skin cell allow skin cell because it is 1 3.5.2c
because it has pairs of diploid 3.5.2h
chromosomes
(cell B nucleus) – sex cell allow sex cell because it is 1

because there is only 1 copy of haploid
each chromosome
if no other marks awarded allow

1 mark for twice as many
chromosomes in cell A (skin
cell) nucleus or half the number
of chromosomes in cell B (sex
cell) nucleus
AO /
Spec. Ref.
01.4 46 1 AO1
3.5.3d
AO /
Spec. Ref.
01.5 (male) XY 1 AO1

3.5.3d
(female) XX 1
4
AO /
Spec. Ref.
01.6 homozygous 1 AO1

3.5.3f
3.5.2b
AO /
Spec. Ref.
01.7 B b all correct = 2 marks 2 AO2

Mark with B BB Bb 1 or 2 correct = 1 mark 3.5.3g
01.8 and b Bb bb
01.9
AO /
Spec. Ref.
01.8 ring around all BB and Bb 1 AO2

Mark with genotypes 3.5.3g
01.7 and
01.9
AO /
Spec. Ref.
01.9 3:1 ratio must agree with student’s 1 AO3

Mark with genotypes 3.5.3g
01.7 and if no answer to 01.7 allow 3 : 1 6.3.6
01.8
Total 12
5
AO /
Spec. Ref.
02.1 B 1 AO3
3.2.2a
AO /
Spec. Ref.
02.2 balance 1 AO4

3.2.2b
6.1
AO /
Spec. Ref.
02.3 increases 1 AO3

3.2.2b
AO /
Spec. Ref.
02.4 29 (cm2) allow 28 to 30 (cm2) 1 AO2

3.2.2b
6.3.2
6.3.11
AO /
Spec. Ref.
02.5 11.0 x 0.12 1 AO2

3.2.2b
1.32 (cm3) 1 6.3.3
AO /
Spec. Ref.
02.6 a leaf has 2 sides / surfaces 1 AO3

3.2.2b
or
this method only measures SA

of one side of the leaf
6
AO /
Spec. Ref.
02.7 11 x 2 : 1.32 1 AO2

3.2.2b
16.6666…. : 1 1 6.3.6
17 : 1 1
AO /
Spec. Ref.
02.8 answers must be comparative AO2

3.2.2d
temperature is higher allow it is hotter 1
wind speed is faster / allow it is windier 1

greater
AO /
Spec. Ref.
02.9 the stomata are opened and 1 AO1

closed 3.2.2e
by the guard cells (which 1

surround them)
Total 14
7
AO /
Spec. Ref.
03.1 body temperature 1 AO1

3.4.2e
AO /
Spec. Ref.
03.2 by using automatic systems 1 AO1

3.4.2a
AO /
Spec. Ref.
03.3 any one from: 1 AO1

• breathed (out) 3.4.3a
• in urine
AO /
Spec. Ref.
03.4 in either order

urea 1 AO1
3.4.3b
ions allow salt(s) 1
allow named ion / salt
8
AO/
Question Answers Mark
Spec. Ref
03.5 Level 2: Scientifically relevant facts, events or processes are 3–4 AO1
identified and given in detail to form an accurate account. 3.4.3d
Level 1: Facts, events or processes are identified and simply 1–2 AO1
stated but their relevance is not clear. 3.4.3d
AO1
No relevant content 0
3.4.3e
Indicative content
• blood is filtered
• in the kidney / nephron
• glucose / ions / urea / water are filtered

• proteins are not filtered
• because they are too large
• all the glucose is reabsorbed

• ions needed by the body are reabsorbed
• water needed by the body is reabsorbed
• control by ADH
• urea is excreted in the urine

• excess water and ions are excreted in the urine
AO /
Spec. Ref.
03.6 any two from: AO1

• (excess) amino acids are 2 3.4.3c
deaminated to form ammonia
/ urea
• poisons / toxins are detoxified
/ broken down for (safe
excretion)
• old blood cells are broken
down (and the iron stored)
Total 11
9
AO /
Spec. Ref.

• (same) temperature 3.2.4b
• (same) concentration of 6.2.3
protease
• (same) rinsing and blotting
technique
• (same) batch of eggs
allow same egg
allow eggs from same animal
AO /
Spec. Ref.
04.2 (0.26 + 0.31 + 0.27) ÷ 3 1 AO2

3.2.4b
0.28 1 6.2.3
6.3.4
6.3.7
AO /
Spec. Ref.
04.3 the highest activity is at pH 5 allow it works fastest at pH 5 1 AO3

3.2.4b.
allow the optimum is pH 5 6.2.3
AO /
Spec. Ref.

• use smaller intervals between 3.2.4b
pH values 6.2.3
• test at pH 4 and pH 6
• test more solutions around
pH 5
allow use a different protein
AO /
Spec. Ref.
04.5 zero error allow systematic error 1 AO4

3.2.4b
6.2.3
6.4
10
AO /
Spec. Ref.

• adjust balance so it reads 3.2.4b
zero 6.2.3
• subtract 0.02 g from every 6.4
(mass) reading
AO /
Spec. Ref.
04.7 (molecule) amino acid(s) 1 AO2

3.2.4c
(reason) protein has been 1
digested / broken down
AO /
Spec. Ref.
04.8 If sensory neurones damaged allow if sensory neurone is 1 AO2

impulses will not travel damaged the person cannot 3.4.1b, c, d
(effectively) from receptors to sense stimuli or if sensory
the CNS neurone is damaged the person
cannot see the object
If relay neurones are damaged 1

impulses will not travel
(effectively) within the CNS
If motor neurones are damaged 1

impulses will not travel
(effectively from CNS) to the
effector / muscle
Total 12
11
AO /
Spec. Ref.
05.1 all the populations of living 1 AO1

things in the forest 3.3
3.3.3d
AO /
Spec. Ref.
05.2 processes that remove materials 1 AO1

are balanced by processes that 3.3.3d
return materials
AO /
Spec. Ref.
05.3 ignore references to oxygen AO2

3.3.3b
The temperature is higher allow it is warmer 1
there is (more) water / moisture 1
AO /
Spec. Ref.
05.4 microorganisms allow decomposers / bacteria / 1 AO1

fungi 3.3.3b
break down / digest the (dead) 1
leaves / plants
12
AO/
Question Answers Mark
Spec. Ref
05.5 AO1
Level 2: Scientifically relevant facts, events or processes are 4–6 3.2.1a,d,e
identified and given in detail to form an accurate account. 3.2.2a
3.3.3c,d
AO1
Level 1: Facts, events or processes are identified and simply 1–3 3.2.1a,d,e
stated but their relevance is not clear. 3.2.2a
3.3.3c,d
No relevant content 0
Indicative content
• microorganisms respire
• releasing carbon dioxide
• which is taken in by new plants for photosynthesis
• to make glucose (needed to grow)
• glucose is needed to make lipids / proteins / other named
molecules
• glucose is needed for respiration
• to release energy for growth
• mineral ions are released into the soil

• proteins / amino acids are broken down
• so nitrate ions are released into the soil
• taken up by the roots of plants
• used to make amino acids / protein
For Level 2 reference to at least 2 substances and how they are

used for growth must be made.
Total 12
13
AO /
Spec. Ref.
06.1 a vector is used to insert the 1 AO1

gene into the required cells 3.5.5b
the required gene is cut from a 1

chromosome using an enzyme
AO /
Spec. Ref.
06.2 Increase = 17 1 AO2

3.5.5d
17/7 x 100 = 242.857……. 1 6.3.3
6.3.4
243 (%) 1 6.3.11
AO /
Spec. Ref.
06.3 chemical X is less because it 1 AO3

has been used 3.5.5d
therefore the amino acids are 1

still being made
AO /
Spec. Ref.
06.4 answers must be comparative

any three from: 3 AO3
• increased / high crop yield allow reference to less 3.5.5d,e
• more food production starvation or better food security
in countries which rely on
cassava
• farmers can make more

money / profit
• no / less need to remove
weeds by hand
14
AO /
Spec. Ref.
06.5 not known if it affects wild 1 AO1

flowers / insects 3.5.5f
not known if it affects human 1

health (when eaten)
Total 12
15
AO /
Spec. Ref.
07.1 any two from: 2 AO3

• eat less fatty foods 3.2.3e
• eat more fruit and vegetables
• lose weight if obese /
overweight allow maintain a BMI below 25
• take regular exercise
allow eat less salt
allow do not smoke
allow drink less / no alcohol
allow take statins to reduce
blood cholesterol
AO /
Spec. Ref.
07.2 blood flow in (coronary) artery is 1 AO2

reduced 3.2.3e
3.2.6b,f,g
(so) not enough oxygen reaches 1
the heart muscle (through
blocked coronary arteries)
(so) respiration will not be 1

occurring at a high enough rate
to release sufficient energy do not accept energy produced 1

/ made / created
for the heart to contract / pump 1

fast enough
to supply oxygen quickly enough 1

for (exercising) muscles
or
so breathing rate increases to
try to supply more oxygen
(so they become breathless)
AO /
Spec. Ref.
• so that it can easily pass allow so it does not damage / 3.2.3e
through blood vessels tear blood vessels
• so it can be stretched open allow so the balloon can inflate
• so it can expand and contract
with the artery
16
AO /
Spec. Ref.
07.4 to open up the artery / stent allow to squash / flatten the fatty 1 AO3
material 3.2.3e
allow to push the stent against
the artery wall
ignore to remove the fatty

material
AO /
Spec. Ref.
07.5 the coronary arteries of people allow so the stent will fit securely 1 AO3
vary in diameter / properly 3.2.3e
AO /
Spec. Ref.
07.6 because the (B) patient has 1 AO2

anti–a antibodies (in their blood) 3.2.3t
which will attack the A antigens allow will bind / react with the A 1
on the (AB) donor red blood antigens on the (AB) donor red
cells (and cause a reaction) blood cells (and cause a
reaction)
AO /
Spec. Ref.
07.7 a protein 1 AO1

3.2.3r
AO /
Spec. Ref.
07.8 the red blood cells could then be 1 AO3

given to anyone (in a 3.2.3r,s,t
transfusion) whatever their
blood group
because they would not attack / allow because they would not be 1 AO2
bind / react with the antibodies clumped / agglutinated / 3.2.3r,s,t
(in the patient) destroyed
17
AO /
Spec. Ref.
07.9 enzyme allow protease 1 AO2

3.2.4b
Total 17
18

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INTERNATIONAL GCSE

Further copies of this mark scheme are available from oxfordaqa.com

Level of response marking instructions

Step 1 Determine a level

Step 2 Determine a mark

01.1 a gene 1 AO1

01.2 sex cells 1 AO1

01.3 (no mark for identifying cell) AO2

(cell B nucleus) – sex cell allow sex cell because it is 1

if no other marks awarded allow

01.5 (male) XY 1 AO1

01.6 homozygous 1 AO1

01.7 B b all correct = 2 marks 2 AO2

01.8 ring around all BB and Bb 1 AO2

01.9 3:1 ratio must agree with student’s 1 AO3

02.2 balance 1 AO4

02.3 increases 1 AO3

02.4 29 (cm2) allow 28 to 30 (cm2) 1 AO2

02.5 11.0 x 0.12 1 AO2

02.6 a leaf has 2 sides / surfaces 1 AO3

this method only measures SA

02.7 11 x 2 : 1.32 1 AO2

02.8 answers must be comparative AO2

wind speed is faster / allow it is windier 1

02.9 the stomata are opened and 1 AO1

by the guard cells (which 1

03.1 body temperature 1 AO1

03.2 by using automatic systems 1 AO1

03.3 any one from: 1 AO1

03.4 in either order

• glucose / ions / urea / water are filtered

• all the glucose is reabsorbed

• urea is excreted in the urine

03.6 any two from: AO1

04.1 any one from: 1 AO4

04.2 (0.26 + 0.31 + 0.27) ÷ 3 1 AO2

04.3 the highest activity is at pH 5 allow it works fastest at pH 5 1 AO3

04.4 any one from: 1 AO4

04.5 zero error allow systematic error 1 AO4

04.6 any one from: 1 AO4

04.7 (molecule) amino acid(s) 1 AO2

04.8 If sensory neurones damaged allow if sensory neurone is 1 AO2

If relay neurones are damaged 1

If motor neurones are damaged 1

05.1 all the populations of living 1 AO1

05.2 processes that remove materials 1 AO1

05.3 ignore references to oxygen AO2

there is (more) water / moisture 1

05.4 microorganisms allow decomposers / bacteria / 1 AO1

• mineral ions are released into the soil

For Level 2 reference to at least 2 substances and how they are

06.1 a vector is used to insert the 1 AO1

the required gene is cut from a 1

06.2 Increase = 17 1 AO2

06.3 chemical X is less because it 1 AO3

therefore the amino acids are 1

06.4 answers must be comparative

• farmers can make more

06.5 not known if it affects wild 1 AO1