OxfordAQA 9201 1 Final MS Jun23 v1.0

INTERNATIONAL GCSE
Biology
9201/1
Paper 1
Mark Scheme
June 2023
Version: 1.0 Final
*23BY92011/MS*
MARK SCHEME – INTERNATIONAL GCSE BIOLOGY – 9201/1 – JUNE 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 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
Copyright information
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Copyright © 2023 Oxford International AQA 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 root 1 AO1
3.1.4b
3.2.2a
AO /
Ref.
01.2 chloroplast 1 AO1
3.2.1b
3.1.1b
AO /
Ref.
01.3 by diffusion 1 AO1
3.2.2a
AO /
Ref.
01.4 line going up from bottom left 1 AO2
towards top right 3.2.1c
line levels off allow tolerance of ± half a 1

small square
or
peak and fall
AO /
Ref.
01.5 phloem 1 AO1
3.2.2f
4
AO /
Ref.
01.6 any two from: 2 AO1
• for respiration ignore energy for respiration 3.2.1d
do not accept produce / make
/ create energy
• for storage as starch / fat /

oil
• to make cellulose
• to make amino acids
or
to make protein
allow to make fatty acids
AO /
Ref.
01.7 30 (cm2) allow range from 28 to 32 1 AO2
3.1.4b
6.3.2
6.3.14
AO /
Ref.
01.8 AO2
22 x 0.04 = 0.88 1 3.1.4b
3.2.1a
0.88 x 2 1 6.3.3
1.76 (cm3) allow 1.8 (cm3) 1
or
0.04 x 2 = 0.08 (1) ignore rounding to 0.1
0.08 x 22 (1)
1.76 (cm3) (1)
Total 12
5
AO /
Ref.
02.1 lung 1 AO1
3.2.5a
AO /
Ref.
• diaphragm moves down or 3.2.5b
diaphragm contracts or
diaphragm flattens
• intercostal muscles contract
• ribcage moves upwards ignore ribcage increases in
(and out) size
• thorax increases in volume allow lungs increase in size

allow lungs expand
• pressure falls in lungs
• lungs fill with air
AO /
Ref.
02.3 1 minute 1 AO4
3.2.5b
3.2.6g
AO /
Ref.
02.4 stopwatch / stopclock allow second hand on clock 1 AO4
ignore timer 3.2.5b
3.2.6g
AO /
Ref.
02.5 state type of exercise allow examples of exercise, 1 AO4
e.g. running 3.2.5b
3.2.6g
state time of exercise 1
allow description of intensity of

exercise such as exercise at
20 repetitions per min.
6
AO /
Ref.
02.6 disease / injury allow correct named examples 1 AO1
e.g.TB / pneumonia / cancer / 3.2.5d
asthma / smoking
allow cystic fibrosis
allow air pollution
allow poisonous gas
AO /
Ref.
02.7 (mechanical) ventilator allow CPAP / nebuliser / 1 AO1
inhaler 3.2.5d
allow oxygen mask / tube
ignore iron lung
Total 9
7
AO /
Ref.
03.1 liver 1 AO1
3.1.3c
3.2.4a
AO /
Ref.
• temperature 3.4.2e
• (blood) glucose (levels /
concentration)
• ion levels
allow oxygen or carbon
dioxide levels
allow O2 or CO2
allow pH of blood / plasma
AO /
Ref.
03.3 sweat(ing) allow evaporation 1 AO1
allow perspiration 3.4.3a
AO /
Ref.
03.4 protein 1 AO3
3.4.3d
AO /
Ref.
03.5 glucose 1 AO3
3.4.3d
(because) it is in the kidney MP2 is dependent on MP1 1
filtrate but not in the urine
8
Mark AO /
Question Answers Extra information Spec.
Ref.
03.6 Level 3: A judgement, strongly linked and logically supported by 5-6 AO1
a sufficient range of correct reasons, is given. 3.2.3s
Level 2: Some logically linked reasons are given. There may also 3-4 AO3
be a simple judgement. 3.2.3s
Level 1: Relevant points are made. They are not logically linked. 1-2 AO3
3.2.3s
No relevant content 0
Indicative content
Advantages of a kidney transplant

• a kidney transplant will last longer than treatment with dialysis
alone
• reduced visits to the hospital
• reduced impact on lifestyle, e.g. diet, visits to hospital, time at
hospital, fluid intake
• toxins / waste continually removed or toxins / waste does not
build up in the blood
• no risk of infection from needle sites
Disadvantages of a kidney transplant

• need to find a suitable tissue match
• may need to wait for someone else to die
• long wait time health might decline
• need to take immunosuppressant drugs for the rest of their
life
• risk of rejection
• risk of infection during surgery or named surgical
complication
For level 2 an advantage and a disadvantage of kidney

transplants are given
For level 3 advantages and disadvantages of kidney transplants

are given
allow converse statements that clearly relate to dialysis instead of

a kidney transplant
Total 13
9
AO /
Ref.
04.1 pacemaker allow SAN, sinoatrial node, 1 AO1
S.A. node 3.2.3d
AO /
Ref.
04.2 valve ignore tricuspid 1 AO1
3.2.3h
ensure that blood flows in the allow prevents the back flow 1
correct / one direction (of blood from left ventricle to
left atrium)
AO /
Ref.
04.3 max 4 marks if referring to the AO1
right side of heart or if side not 3.2.3c/h/i
given
A is pulmonary vein 1
or
blood vessel entering heart is
pulmonary vein
B is the aorta 1
or
blood vessel leaving the heart is
the aorta
blood moves into left atrium allow one mark for reference 1
to both atrium and ventricle if
right side or no side
blood moves into left ventricle mentioned. 1
reference to contraction of heart

muscle (of atrium or ventricle)
1
moving the blood
10
AO /
Ref.
04.4 (blood vessel) artery allow aorta 1 AO2
3.2.3j
1
(reason) highest blood pressure allow shows variations in
(of the three types of vessels) pressure (as the heart
contracts and relaxes)
allow as arteries take blood

away from the heart
MP2 is dependent on MP1
Total 10
11
AO /
Ref.
05.1 (13 mm =) 1.3 (cm) 1 AO2
3.1.2a
2 x 1.3 x 3.14 1 6.3.14
8.1(64) (cm) 1
allow conversion from mm to

cm at any point in the
calculation
AO /
Ref.
05.2 any three from: 3 AO1
• gall bladder 3.2.4a
• liver
• oesophagus
• pancreas
• duodenum
• small intestine if none of these marks
• large intestine awarded, allow 1 mark for
intestine(s)
• salivary glands
• anus
allow rectum
AO /
Ref.
05.3 (phagocytosis) ingests / engulfs allow ingestion described 1 AO2
food ignore bacteria / viruses / 3.2.4b
pathogens 3.4.7c
ignore eat food
(so) enzymes breakdown large 1

/ insoluble molecules into small
/ soluble molecules
(so small / soluble molecules) 1

can be absorbed
12
AO /
Ref.
05.4 (the slime mould) does not allow (the slime mould) does 1 AO3
move where sticky liquid is not move where it has already 3.3.2f
present been
or
(the slime mould) moves where allow (the slime mould) moves
there is no sticky liquid present away from the sticky liquid
ignore slime moves to the food

unqualified
AO /
Ref.
05.5 (so) always searches in a new 1 AO3
area to find food 3.3.2f
or
avoid competition with other
slime mould
AO /
Ref.
05.6 (light) receptors 1 AO2
or 3.4.2c
light sensitive area / spot
AO /
Ref.
05.7 any one from: 1 AO2
• more protection / 3.3.2 d /f
camouflage from predators
• more food available
• less dehydrated allow so (mould / liquid) won’t
dry out
AO /
Ref.
05.8 meiosis 1 AO1
3.5.2g
13
AO /
Ref.
05.9 each spore has a different (mix 1 AO2
of) chromosomes / genes / 3.5.1a
alleles / DNA
(and) it is random which two 1

spore cells will join together
(so each) zygote has a different 1

combination of chromosomes /
genes / alleles / DNA from the
parent
Total 17
14
AO /
Ref.
06.1 (P) cell wall allow (slime) capsule 1 AO1
3.1.1c
(Q) cytoplasm 1
AO /
Ref.
06.2 (in animal cells) genes are in a allow bacterial cells do not 1 AO1
nucleus have a nucleus 3.1.1a,c
allow the genes / DNA is free
in the cytoplasm
allow genes / DNA found in
bacterial cells are in a single
loop
(in bacterial cells) some genes
are found in plasmids 1
AO /
Ref.
06.3 C (opposite G) 1 AO3
3.5.3j
and
T (opposite A)
AO /
Ref.
06.4 double helix 1 AO1
3.5.3j
15
AO /
Ref.
06.5 (man =) Aa or A and a allow alternative symbols only 1 AO2
if defined AO3
(woman =) Aa or A and a 1 3.5.3g
3.5.4a
offspring genotypes correctly 1 6.3.13
derived:
AA Aa Aa aa allow (offspring) genotypes
correct for student’s parental
genotypes / gametes
identification of aa as having 1
cystic fibrosis
(correct probability)
probability must match diagram 1
0.25 / 1/4 / 1 in 4 / 25% / 1:3
do not accept 3:1 / 1:4
AO /
Ref.
06.6 different base / triplet will code ignore different / non-functional 1 AO1
for a different amino acid(s) protein 3.5.3 i / k
(which means) a different 1

sequence of amino acids (is
formed)
(different sequence will) lead to (different sequence will) lead to 1

protein / enzyme with a different protein / enzyme with a
shape different active site
AO /
Ref.
06.7 make guide molecule for faulty allow in MP1 and MP2 1 AO2
(CF) gene / allele sequence of bases for gene / 3.5.5b
allele
1
(use CRISPR) enzyme to cut

out faulty (CF) gene / allele 1
replace faulty / incorrect bases

with correct bases
16
AO /
Ref.
06.8 any one from: 1 AO3
3.5.3
• could be used to enhance 3.5.5f
normal traits (i.e. height,
intelligence)
• creation of ‘designer babies’
• against beliefs of some
religious groups
• unknown effect on human allow descriptions such as may
health cause mutations
• lack of research
ignore not ethical unqualified
ignore references to identity /

gender
Total 18
17
AO /
Ref.
07.1 AO2
15 1 3.3.4
𝑥 95 600
100 6.3.3
14 340 1
95 600 – 14340 = 81 260 allow correct subtraction using 1

students incorrectly calculated
value of 15% for 1 mark
or
reduction of 15% leaves 85%
95 600 x 85
100
81 260
AO /
Ref.
07.2 nest building for shelter 1 AO3
3.3.4c
3.3.2a
climbing to obtain food/fruit 1
or
climbing to avoid predators
If no other mark awarded allow

nest building to avoid
predators for 1 mark
18
AO /
Ref.
07.3 flanged / older males can make 1 AO2
calls (using throat sacs) so 3.4.6a
attract females over long
distances
flanged / older males are more 1

attractive to females so females
will come to them
unflanged / younger males are 1

more active / agile so they can
travel long distances to find a
mate
or
younger males are more active
/ agile so can fight (with older
males) to mate with female
AO /
Ref.
07.4 allow converse points if clear AO2
student is describing younger AO3
males 3.2.6b
3.4.5a
less active but still consume 1
food / fruit
less sugar used in respiration allow less sugar used to 1

release energy (for movement)
do not accept produce / make
/ create energy
(so more) sugar stored as lipids 1

/ fats (in cells)
Total 11
19

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INTERNATIONAL GCSE

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

Level of response marking instructions

Step 1 Determine a level

Step 2 Determine a mark

line levels off allow tolerance of ± half a 1

peak and fall

• for storage as starch / fat /

allow to make fatty acids

1.76 (cm3) allow 1.8 (cm3) 1

0.04 x 2 = 0.08 (1) ignore rounding to 0.1

1.76 (cm3) (1)

• thorax increases in volume allow lungs increase in size

state time of exercise 1

allow description of intensity of

Advantages of a kidney transplant

Disadvantages of a kidney transplant

For level 2 an advantage and a disadvantage of kidney

For level 3 advantages and disadvantages of kidney transplants

allow converse statements that clearly relate to dialysis instead of

reference to contraction of heart

allow as arteries take blood

MP2 is dependent on MP1

allow conversion from mm to

(so) enzymes breakdown large 1

(so small / soluble molecules) 1

ignore slime moves to the food

(and) it is random which two 1

(so each) zygote has a different 1

(which means) a different 1

(different sequence will) lead to (different sequence will) lead to 1

(use CRISPR) enzyme to cut

replace faulty / incorrect bases

ignore not ethical unqualified

ignore references to identity /

95 600 – 14340 = 81 260 allow correct subtraction using 1

reduction of 15% leaves 85%

If no other mark awarded allow

flanged / older males are more 1

unflanged / younger males are 1

less sugar used in respiration allow less sugar used to 1

(so more) sugar stored as lipids 1

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