Practice paper – Set 2

A Level Biology A
H420/02 Biological diversity

MARK SCHEME
Duration: 2 hour 15 minutes

MAXIMUM MARK 100

Version: 5
Last updated: FINAL
(FOR OFFICE USE ONLY)

This document consists of 18 pages

H420/02 Mark Scheme Practice paper - Set 2

MARKING INSTRUCTIONS
PREPARATION FOR MARKING

SCORIS

1. Make sure that you have accessed and completed the relevant training packages for on-screen marking: scoris assessor Online Training; OCR
Essential Guide to Marking.

2. Make sure that you have read and understood the mark scheme and the question paper for this unit. These are posted on the RM Cambridge
Assessment Support Portal http://www.rm.com/support/ca

3. Log-in to scoris and mark the required number of practice responses (“scripts”) and the number of required standardisation responses.

YOU MUST MARK 10 PRACTICE AND 10 STANDARDISATION RESPONSES BEFORE YOU CAN BE APPROVED TO MARK LIVE SCRIPTS.

MARKING

1. Mark strictly to the mark scheme.

2. Marks awarded must relate directly to the marking criteria.

3. The schedule of dates is very important. It is essential that you meet the scoris 50% and 100% (traditional 40% Batch 1 and 100% Batch 2)
deadlines. If you experience problems, you must contact your Team Leader (Supervisor) without delay.

4. If you are in any doubt about applying the mark scheme, consult your Team Leader by telephone or the scoris messaging system, or by email.

5. Work crossed out:

Crossed Out Responses

Where a candidate has crossed out a response and provided a clear alternative then the crossed out response is not marked. Where no alternative
response has been provided, examiners may give candidates the benefit of the doubt and mark the crossed out response where legible.

Rubric Error Responses – Optional Questions

Where candidates have a choice of questions across a whole paper or a whole section and have provided more answers than required, then all
responses are marked and the highest mark allowable within the rubric is given. Enter a mark for each question answered into RM assessor, which
will select the highest mark from those awarded. (The underlying assumption is that the candidate has penalised themselves by attempting more
questions than necessary in the time allowed.)
H420/02 Mark Scheme Practice paper - Set 2
Multiple Choice Question Responses
When a multiple choice question has only a single, correct response and a candidate provides two responses (even if one of these responses is
correct), then no mark should be awarded (as it is not possible to determine which was the first response selected by the candidate).
When a question requires candidates to select more than one option/multiple options, then local marking arrangements need to ensure consistency of
approach.

Contradictory Responses
When a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correct.

Short Answer Questions (requiring only a list by way of a response, usually worth only one mark per response)
Where candidates are required to provide a set number of short answer responses then only the set number of responses should be marked. The
response space should be marked from left to right on each line and then line by line until the required number of responses have been
considered. The remaining responses should not then be marked. Examiners will have to apply judgement as to whether a ‘second response’ on a
line is a development of the ‘first response’, rather than a separate, discrete response. (The underlying assumption is that the candidate is attempting
to hedge their bets and therefore getting undue benefit rather than engaging with the question and giving the most relevant/correct responses.)

Short Answer Questions (requiring a more developed response, worth two or more marks)
If the candidates are required to provide a description of, say, three items or factors and four items or factors are provided, then mark on a similar
basis – that is downwards (as it is unlikely in this situation that a candidate will provide more than one response in each section of the response
space.)

Longer Answer Questions (requiring a developed response)

Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (developed) response and
not crossed out the first response, then only the first response should be marked. Examiners will need to apply professional judgement as to whether
the second (or a subsequent) response is a ‘new start’ or simply a poorly expressed continuation of the first response.

6. Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the
candidate has continued an answer there then add a tick to confirm that the work has been seen.

7. There is a NR (No Response) option. Award NR (No Response)

- if there is nothing written at all in the answer space
- OR if there is a comment which does not in any way relate to the question (e.g. ‘can’t do’, ‘don’t know’)
- OR if there is a mark (e.g. a dash, a question mark) which isn’t an attempt at the question
Note: Award 0 marks – for an attempt that earns no credit (including copying out the question)

8. The scoris comments box is used by your team leader to explain the marking of the practice responses. Please refer to these comments when
checking your practice responses. Do not use the comments box for any other reason.
If you have any questions or comments for your team leader, use the phone, the scoris messaging system, or e-mail.
H420/02 Mark Scheme Practice paper - Set 2
9. Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end of the marking
period. The report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructive criticism of the
question paper/mark scheme is also appreciated.

10. For answers marked by levels of response:

Read through the whole answer from start to finish, concentrating on features that make it a stronger or weaker answer using the indicative scientific
content as guidance. The indicative scientific content indicates the expected parameters for candidates’ answers, but be prepared to recognise and
credit unexpected approaches where they show relevance.

Using a ‘best-fit’ approach based on the science content of the answer, first decide which set of level descriptors, Level 1, Level 2 or Level 3, best
describes the overall quality of the answer using the guidelines described in the level descriptors in the mark scheme.

Once the level is located, award the higher, middle or lower mark.

The higher mark should be awarded where the level descriptor has been evidenced and all aspects of the communication statement (in italics) have
been met.
The middle mark should be awarded where the level descriptor has been evidenced but aspects of the communication statement (in italics) are
missing.
The lower mark should be awarded where the level descriptor has been evidenced but the communication statement (in italics) has not been met.

In summary:
• The science content determines the level.
• The communication statement determines the mark within a level.

Level of response questions on this paper are 18(c) and 20(a).

H420/02 Mark Scheme Practice paper - Set 2
11. Annotations

Annotation Meaning

DO NOT ALLOW Answers which are not worthy of credit

IGNORE Statements which are irrelevant

ALLOW Answers that can be accepted

() Words which are not essential to gain credit

__ Underlined words must be present in answer to score a mark

ECF Error carried forward

AW Alternative wording

ORA Or reverse argument

H420/02 Mark Scheme Practice paper - Set 2

Question Answer Mark Guidance

1 C 1
2 C 1
3 C 1
4 D 1
5 C 1
6 B 1
7 B 1
8 D 1
9 B 1
10 C 1
11 B 1
12 B 1
13 D 1
14 D 1
15 D 1
Total 15
H420/02 Mark Scheme Practice paper - Set 2

Answer Mark Guidance

Question
16 (a) (i) lay tape measure out from edge of pond  Max 3
place quadrat beside tape measure 
identify species of buttercup in quadrat 
count number of plants of each species (in quadrat)  ACCEPT measure % cover of each species
ACCEPT count squares containing plants of each
species
repeat for positions of quadrat along tape 
(ii) three columns with clear headings  Max 2 ACCEPT two columns where second column is divided
into two for separate species
quadrat number / distance from pond in left hand column 
number of plants / % cover in right hand column(s) 
(b) (i) predation / herbivory  Max 1
competition 
correct ref to organisms living in soil 
(c) (i) number of seeds per pot  Max 2
size of pot 
type of soil / compost used 
mass of soil / compost used 
temperature 
light intensity 
oxygen / carbon dioxide concentration 
AVP  e.g. depth of planting

(ii) % moisture on horizontal axis and number seedlings 4 ACCEPT either line graph with two lines or bar chart
germinated on vertical axis  with two bars at each moisture level
both axes clearly labelled with unit for moisture 
plots for separate species clearly distinguished 
H420/02 Mark Scheme Practice paper - Set 2
points plotted accurately 
(d) (i) correct data entered into all cells in table  2
Σd2 = 2  60 4 42 5

80 5 33 4

(ii) 0.9  2 Two marks for correct answer

If answer incorrect allow one mark for work showing
formula completed correctly
6x2
rs = 1 -
5(25 – 1)
(iii) the correlation (between moisture and germination) is not 1
significant (at the p = 0.05 / 95% confidence level) 

Total 17
H420/02 Mark Scheme Practice paper - Set 2

Question Answer Mark Guidance

17 (a) 4
Male Female

Parental  One mark for each parental genotype

XCrXCbl XCbrY 
genotypes

Gametes XCr XCbl XCbr Y  ALLOW ecf

F1
genotype
XCrXCbr XCrY XCbr XCbl XCblY 

F1 1red : 1 red : 1brown : 1blue

Phenotype male female male female

(b) (i) 1.6  2 Two marks for correct answer

If answer incorrect allow one mark for correct
completion of table
(O-E)2 4 0 4 0
(O-E)2 / E 0.8 0 0.8 0

(ii) there is no significant difference between the expected and 1 ALLOW the observed results are similar to the
observed results  expected
ALLOW ecf if value of chi-squared is calculated
incorrectly
(iii) random fertilisation  1 DO NOT ALLOW random mating
(c) (i) value would rise to infinity  1
(ii) idea of: 1
they were not monogamous / another bird was involved 
H420/02 Mark Scheme Practice paper - Set 2
(iii) in female offspring the allele for feather colour comes from Max 2
male parent 
original male bird did not hold allele for brown feathers 
brown feather allele in female would not produce brown
female offspring 
Total 12
H420/02 Mark Scheme Practice paper - Set 2

Question Answer Mark Guidance

18 (a) (i) single bond between oxygen on glycerol and carbon on 2 ALLOW on any of the glycerol carbons
fatty acid 
ALLOW any number of carbons in chain
double bonded oxygen on first carbon of the fatty acid 

(ii) ester  1
(iii) water  1
(b) starch 1 ALLOW amylose , amylopectin
AND
glycogen 
(c) (i) Please refer to the marking instructions on page 3 of this mark scheme for guidance on how to mark this question.
In summary:
Read through the whole answer. (Be prepared to recognise and credit unexpected approaches where they show relevance.)
Using a ‘best-fit’ approach based on the science content of the answer, first decide which of the level descriptors, Level 1,
Level 2 or Level 3, best describes the overall quality of the answer.
Then award the higher, middle or lower mark within the level, according to the Communication Statement (shown in italics):
o award the higher mark where the Communication Statement has been met.
o award the middle mark where aspects of the Communication Statement are missing.
o award the lower mark where the Communication Statement has not been met.
• The science content determines the level.
• The Communication Statement determines the mark within a level.
Level 3 (7-9 marks) Max 9 Indicative scientific points may include:
A good range of structural details and properties are Structures (S), Properties (P) and Explanations
provided including reference to fats and carbohydrates in (E):
both plants and animals. Explanations are provided for each
structural comment. Carbohydrates:
S1. Polymers of glucose
The explanations are clearly linked to the structure of the E1. Glucose can be used in respiration to release
molecules and the use of scientific terminology is at an energy
H420/02 Mark Scheme Practice paper - Set 2
appropriate level. All the information presented is relevant
and forms a continuous narrative. S2. Large molecules
P2. Insoluble
Level 2 (4-6 marks) E2. Do not affect water potential of cell
Some structural details and properties are provided
including reference to molecules in both plants and animals. S3. 1-4 glycosidic bonds
Explanations are provided for each structural comment. E3. Easy to make and break to release glucose /
monomers
The explanations are clearly linked to the structure of the
molecules but may not fully explain how the structure suits S4. Coiled shape / compact
the role and use of scientific terminology may not always be E4. Take up less space in cell
appropriate. The information presented is mostly relevant.
S5. Amylose unbranched / amylopectin with few
Level 1 (1-3 marks) branches
A limited number of structural details are provided. The E5. No need for rapid release of monomers in
explanations do not clearly show how the molecules are plants
suited to their role.
S6. Glycogen more branched
There is a logical structure to the answer. The explanations, E6. Allows more rapid release of monomers in
though basic, are clear. animals

Lipids (ACCEPT lipids or fats):

0 marks
S7. Fats have more carbon-carbon bonds /
No response or no response worthy of credit.
carbon-hydrogen bonds
P7. Fats are energy rich / contain more energy per
molecule
E7. More energy stored in less space

P8. Fats are insoluble

E8. Do not affect water potential of cell

S9. Fatty acids are long carbon chains

E9. Can be broken down to release two carbon /
acetyl groups (which enter Krebs cycle)

S10. Animal fats saturated / harder

E10. Have role in protection / insulation as well as
energy storage.
Total 14
H420/02 Mark Scheme Practice paper - Set 2

19 (a) (i) (use a) 100cm3 measuring cylinder  Max 3 ACCEPT annotated diagram
3 3
mix 80cm acid and 20cm water 
take 50cm3 of the resulting solution and add 50cm3 water 
repeat 50 / 50 dilution for each subsequent solution required
/ AW 
(ii) 195 – 200 s  1 the unit must be included

(iii) range bars  2

longer range bar indicates more variability / less
repeatable 
(iv) longer time taken to discolour  2
error becomes smaller proportion of total / % error
reduced 
(b) cut block in half  3
measure, thickness of colourless region / distance from
edge of block to coloured region 
divide distance (acid diffused) by time 
Total 11
H420/02 Mark Scheme Practice paper - Set 2

Question Answer Mark Guidance

20 (a) Please refer to the marking instructions on page 3 of this mark scheme for guidance on how to mark this question.
In summary:
Read through the whole answer. (Be prepared to recognise and credit unexpected approaches where they show relevance.)
Using a ‘best-fit’ approach based on the science content of the answer, first decide which of the level descriptors, Level 1,
Level 2 or Level 3, best describes the overall quality of the answer.
Then award the higher or lower mark within the level, according to the Communication Statement (shown in italics):
o award the higher mark where the Communication Statement has been met.
o award the lower mark where aspects of the Communication Statement have been missed.
• The science content determines the level.
• The Communication Statement determines the mark within a level.
Level 3 (5-6 marks) Max 6 Indicative scientific points may include:
A good range of explanations are provided. The
explanations clearly indicate how the decrease in Human population growth:
biodiversity is caused. • Need for more agricultural land / housing
• Destroys habitats
The explanations are clearly linked to the factor considered. • More waste produced
There is a logical structure and use of scientific terminology
is at an appropriate level. All the information presented is
• More pollution produced
relevant and forms a continuous narrative. • Damaging ecosystems
• Specific example provided
Level 2 (3-4 marks)
Some explanations are provided. The explanations do not Agriculture:
always clearly show how the decrease in biodiversity is • Agricultural land has monoculture / lower
caused. biodiversity
• Loss of older / wild type strains
The explanations are not always clearly linked correctly to • Reduced genetic diversity
the applicable factor. There is some structure and use of • Subject to disease
appropriate scientific terminology. The information • Inability to adapt to changing conditions
presented is mostly relevant.
• Altering habitats
Level 1 (1-2 marks) • Specific example provided such as draining of
A limited number of explanations are provided. The wetlands reduces habitat diversity
explanations do not clearly show how the decrease in • Pesticide use
biodiversity is caused. • Use of fertiliser
• Nitrate pollution
There is some structure to the answer. The explanations • Eutrophication
H420/02 Mark Scheme Practice paper - Set 2
though basic are linked to the applicable factor.
Climate change:
0 marks • Warmer / drier climate
No response or no response worthy of credit. • Modern strains/species not adapted
• Migration may not be possible
• Rise in sea level reduces land area
• More frequent flooding affects terrestrial
ecosystems

(b) (i) have significant effect on ecosystem  2

many other species rely on activity of beavers 
(ii) created dams Max 3 ALLOW any other valid point
flooded areas upstream / reduced flow rate downstream ,
creating still / slow moving water for aquatic species 

felled trees
opened up tree canopy allowing light to ground level 

built lodges
creates sheltered habitat for insect species / beaver
parasites 
(iii) ecotourism / education / scientific study  Max 1
water quality improved as silt is held back by dams 

(c) species diversity will rise as more species live in the new 2
habitats 
genetic diversity will increase as species have a wider range
of conditions in which to live 
(d) loss of farmland due to flooding  Max 4
strength of argument depends on area affected 
(probably) not a strong argument as relatively small areas
affected 
trees cut down 
(of concern to foresters) likely to occur only in area near
H420/02 Mark Scheme Practice paper - Set 2
water – so not a strong argument 
damage to river bank needing costly repairs 
cost should be shared by all who benefit (including those
downstream) so not a strong argument 
Total 18
H420/02 Mark Scheme Practice paper - Set 2

21 (a) (i) artificial selection  1

(ii) suitable named plant and adaptation  1 e.g. wheat / barley / corn / oats , large seeds
(b) (iii) wolf is the result of natural selection  Max 4
selected / evolved to survive in habitat  ALLOW able to reproduce well in wild
no extreme features 

dogs bred by artificial selection 

dogs have extreme features  e.g. long body / short legs of dachshund
example of extreme features  large ears / creased face of blood hound
not well adapted to survive in wild  ALLOW not able to reproduce well in wild
(c) artificial breeding / selection can exaggerate features  Max 3
other characteristics may be ignored 
(may be) detrimental to health (of dog) 
club provides guidance / advice to maintain welfare 
Total 9
H420/02 Mark Scheme Practice paper - Set 2

22 (a) bond drawn between phosphate and carbon 3 of sugar 2

and ACCEPT just one phosphodiester bond drawn
labelled phosphodiester bond 

two bonds drawn between bases T & A

and
three bonds between C & G
and
labelled hydrogen bonds 

(b) (i) R used to label a phosphodiester bond  1

(ii) P used to label a hydrogen bond  1
Total 4