Mark Scheme (Results)

Summer 2019

Pearson Edexcel International Advanced Level

In Biology (WBI12) Paper 01
Cells, Development,Blodiversity and
Conservation
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June 2019
Publications Code IAL_1906_WBI12_01
All the material in this publication is copyright
© Pearson Education Ltd 2019
General Marking Guidance

 All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same
way as they mark the last.

 Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can
do rather than penalised for omissions.

 Examiners should mark according to the mark scheme not according to their perception of where the grade
boundaries may lie.

 There is no ceiling on achievement. All marks on the mark scheme should be used appropriately.

 All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if
deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero
marks if the candidate’s response is not worthy of credit according to the mark scheme.

 Where some judgement is required, mark schemes will provide the principles by which marks will be awarded
and exemplification may be limited.

 When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the
team leader must be consulted.

 Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response.
Question Answer Mark
Number
1 (a)(i) The only correct answer is D Z

A is incorrect because it is not a xylem vessel

B is incorrect because it is not a xylem vessel

C is incorrect because it is not a xylem vessel (1)

Question Answer Mark

Number
1(a)(ii) The only correct answer is B V

A is incorrect because it is not a sclerenchyma fibre

C is incorrect because it is not a sclerenchyma fibre

D is incorrect because it is a xylem vessel (1)

Question Answer Additional guidance Mark
Number
1(b)(i) An answer showing: Plotted top of the bar must not touch a
printed grid line above or below 0.45

IGNORE the width of the bar

(1)
Question Answer Additional guidance Mark
Number
1(b)(ii) An explanation that includes the following points:

 calcium ions to make calcium pectate to {hold cells together / Accept calcium ions to make calcium
increase cell wall stability / form middle lamella} pectate to increase cell wall strength
(1) Ignore make cell walls

 magnesium ions to make chlorophyll so {photosynthesis can Ignore chloroplasts

occur / light energy can be absorbed / glucose can be made} Accept ‘sugars’
(1)

 nitrates are needed to make {amino acids / proteins /

polypeptides / DNA / RNA / nucleic acid} (1) (3)
Question Answer Additional guidance Mark
Number
2(a)  (a group of) organisms that are capable of {(inter)breeding / mating Do not accept inbreeding
/ reproducing} and producing fertile offspring (1) Accept ‘offspring capable of producing (1)
offspring’ as equivalent to fertile

Question Answer Additional guidance Mark

Number
2(b) An explanation that includes four of the following points:

 as the concentration of herbicide increases the (mean) number of (insect) Ignore converse statement
species decreases (1) Accept negative correlation

 increase of 100 mg dm-3 results in a decrease of {6.2 species /68.9%}

(1)
Accept other correct reductions
 use of herbicides results in {fewer plant species / reduced plant
diversity / reduced food supply (for insects)} (1)

 (therefore) some insects (species) {leave habitat / die (from lack of

food)} (1) Ignore herbicides kill insects

 (fewer plant species results in) fewer habitats for insects (1)
Accept reduced shelter for insects
(4)
Question Answer Additional guidance Mark
Number
3(a) An answer in which:

 crossing over section shaded correctly (1)

 non crossing over sections shaded correctly (1)

(2)

Question Answer Mark

Number
3(b)(i) The only correct answer is B Q

A is incorrect because that cell is in metaphase

C is incorrect because that cell is in anaphase

D is incorrect because that cell is in telophase (1)

Question Answer Additional guidance Mark
Number
3(b)(ii) 0.5 / half / ½ (hour) ALLOW answer 30 minutes if clear

(1)

Question Answer Additional guidance Mark

Number
3(b)(iii) 256
(1)

Question Answer Mark

Number
3(c)(i) The only correct answer is A anaphase

B is incorrect because spindle fibres do not shorten in metaphase

C is incorrect because spindle fibres do not shorten in prophase

D is incorrect because spindle fibres do not shorten in telophase

(1)
Question Answer Additional guidance Mark
Number
3(c)(ii) An answer that makes reference to the following:

 Vincristine is the most effective and SRT1720 is the least effective Accept description of correct order
(when given on their own) (1) (V>R>SRT)
Ignore drug combinations

 Resveratrol reduces the effectiveness of Vincristine / Vincristine Accept Resveratrol and Vincristine more
increases the effectiveness of Resveratrol (1) effective than Resveratrol by itself /
Resveratrol and Vincristine less effective
than Vincristine by itself

 SRT1720 increases the effectiveness of Vincristine / Vincristine and

SRT1720 is the most effective treatment (tested)
(1)

 comment on variability of data (1) e.g. {range / SD / error} bars do not

overlap / size of error bars (4)
Question Answer Mark
Number
4(a)(i) The only correct answer is B Golgi apparatus

A is incorrect because centrioles do not have several curved membrane-bound sacs of decreasing size

C is incorrect because rough endoplasmic reticulum does not have several curved membrane-bound sacs of decreasing
size

D is incorrect because smooth endoplasmic reticulum does not have several curved membrane-bound sacs of
decreasing size
(1)

Question Answer Additional guidance Mark

Number
4(a)(ii) An explanation that includes the following points:

 the {magnification / resolution} of a light microscope is not high Accept higher {magnification / resolution}
enough (to see this organelle) (1) of electron microscope is needed to see
this organelle
(2)
 because it is very small (1) Accept small
Question Answer Additional guidance Mark
Number
4(a)(iii) An answer that includes the following points: Do not piece together

 organ has many functions whereas a tissue has {one / fewer} (1)

 organ has {many / several / group of} {cell types / tissues} whereas
a tissue has {one cell type / similar cells } (1)
(2)

Question Answer Additional guidance Mark

Number
4(b) An answer that includes two of the following: Accept centrioles, lysosomes
Ignore vesicles, temporary vacuoles
 cilia (1)

 glycogen (granules) (1)

(2)
 flagella (1)
Question Answer Additional guidance Mark
Number
4(c) An explanation that includes four of the following points:

 (the percentage of) labelled amino acids {decreases inside the Accept green fluorescence
cell / increases outside the cells} (1)

 polypeptide is packaged into vesicles by rER /

{(rER) vesicles fuse with / protein enters} Golgi (1)

 {protein is modified / carbohydrate added to protein} (in Golgi)

(1)

 (enzyme(s) / glycoprotein(s)) packaged into (secretory) vesicles Accept modified proteins

(by Golgi) (1) ignore amino acids

 {enzyme(s) / (glyco)protein(s)} leave cell by exocytosis / some Accept vesicles fuse with cell (surface)
(intracellular) {enzyme(s) / (glyco)protein(s)} remain in cells membrane and release {enzyme(s) /
(1) (glyco)protein(s)} outside cell
ignore amino acids (4)
Question Answer Additional guidance Mark
Number
5(a)(i)  Tabebuia (1)

Question Answer Mark

Number
5(a)(ii) The only correct answer is A amyloplast

B is incorrect because middle lamella is not a structure that stores starch

C is incorrect because plasmodesmata is not a structure that stores starch

D is incorrect because tonoplast is not a structure that stores starch (1)

Question Answer Additional guidance Mark

Number
5(b)(i) An answer that includes the following points:

 slime capsule prevents dehydration of cell (1) Accept protection of cell from a correct
factor e.g. {white blood cells / phagocytes
/ antibodies / antibiotics / from harsh
conditions}
 pili allow bacteria to adhere (to surfaces) (1)
Accept conjugation / exchange of genetic
information / exchange plasmids /
attachment
Ignore sexual reproduction (2)
Question
Answer
Number
5 (b)(ii) Answers will be credited according to candidate’s deployment of knowledge and understanding of the material in relation
to the qualities and skills outlined in the generic mark scheme.

The indicative content below is not prescriptive and candidates are not required to include all the material indicated as
relevant. Additional content included in the response must be scientific and relevant.

 compound needs to be extracted from trees and used to make a drug

 compounds tested on Y. pestis in vitro

 tested on {animals / human cells}

 (phase 1 / preliminary) (small scale) tests on healthy {people / volunteers}

 review by independent {scientists / medics} to see if work can progress to stage 2

 (phase 2) - drug tested on {small / 100 to 500} groups of {patients / people} who have the {plague / disease}

 appropriate concentrations identified

 (phase 3) - drug tested on {larger groups of / 1000 to 3000} {patients / people} who have the plague

 placed randomly in two groups - one group receives {treatment / drug containing the chemical compounds} and the
other receives placebo

 double blind test

 analyse results with (appropriate) statistical test / test for significant difference
 (6)

Additional guidance
Level 0 0 No awardable content
Level 1 1-2 Demonstrates isolated elements of biological knowledge outline of drug test given but no reference to either
related to the given context with generalised comments the plague or Y. pestis or bacteria
made.
core prac only = 1 mark
The description will contain basic information with some other human drug trial = 2 marks
attempt made to link knowledge and understanding to the
given context.
Level 2 3-4 Demonstrates adequate knowledge by selecting and Testing on {animal / human cells} plus at least two
applying some relevant biological facts/concepts to provide other phases correctly described
the description being presented. In context of people having the disease / plague or
Y. pestis or bacteria gives lower mark
The description shows some linkages and lines of scientific
reasoning with some structure. plus
reference to double blind test or placebos gives
higher mark

Level 3 5-6 Demonstrates comprehensive knowledge by selecting and Testing on {animal / human cells} plus three phases
applying relevant knowledge of biological facts/concepts to correctly described including double blind test and
provide the description being presented. placebos
In context of people having the disease / plague or
The description is clear, coherent and logically structured. Y. pestis or bacteria gives lower mark

plus
correct ref to use of stats / analysis of significant
difference to placebo gives higher mark
 or
in vitro testing of drug on Y. pestis or bacteria gives
higher mark

Question Answer Mark

Number
6(a)(i) The only correct answer is B heterozygosity index

A is incorrect because the Hardy-Weinberg equation is not used to calculate genetic diversity

C is incorrect because index of diversity is not used to calculate genetic diversity

D is incorrect because mitotic index is not used to calculate genetic diversity (1)

Question Answer Additional guidance Mark

Number
6(a)(ii) An answer that makes reference to the following: Mark as a whole

 genetic diversity considers one species whereas species richness Accept genetic diversity considers one
considers {different / number of} species (1) population whereas species richness
considers {one habitat / several
populations} (2)
  genetic diversity considers {alleles / genotypes} whereas species Accept gene pool
richness {is within a habitat / considers whole organisms / counts Ignore genes
number of species (in an area)} (1) Accept specific area / ecosystem

Question Answer Additional guidance Mark

Number
6(b) An answer that makes reference to two of the following:

 can store more seeds as they {take up less space / are smaller} Accept growing plants takes up more
(1) space
Accept more seeds stored aids
maintenance of genetic diversity
 seeds need less {maintenance / cost} (1)
Accept converse for plants
 seeds can {survive longer than plants / be frozen } (1)
Accept seeds can be stored for longer (2)

Question Answer Additional guidance Mark

Number
6(c)(i) A calculation showing the following steps: Mark the answer on answer line first
Example of calculation:
 correct difference (1)
8.2 − 3.3 / 8.2×105 − 3.3 ×105 / 4.9 /
 correct percentage increase (1) 4.9×105 / 490000

(4.9 ÷ 3.3) × 100 = 148 / 148.48 / 148.5

Correct answer (148 / 148.48 / 148.5) with

no working shown gains full marks

Accept for one mark only 59.8 / 59.756 / (2)

59.76 / 60
Question Answer Additional guidance Mark
Number
6(c)(ii) An explanation that makes reference to four of the following: Ignore mutations / immunity

 (all Cavendish plants) are susceptible to the fungus because they

Accept do not contain an allele for
are {genetically identical / clones} (1)
resistance (to fungus)

 whereas different varieties may have resistance to the fungus / Accept contain an advantageous allele
contain an allele for resistance (to fungus) (1) Ignore ‘genes’ unless qualified with alleles

 (therefore breeding could) increase genetic {diversity / variation} Accept increase gene pool
(1)

 resulting in (new banana) plants with resistance to {fungus / Accept {offspring / new varieties} survive
Panama disease} (1) and reproduce (4)
Question Answer Mark
Number
7(a)(i) The only correct answer is B 2

A is incorrect because the nucleus and mitochondria contain DNA

C is incorrect because the nucleus and mitochondria contain DNA

D is incorrect because the nucleus and mitochondria contain DNA

(1)

Question Answer Additional guidance Mark

Number
7(a)(ii) A description that includes two of the following points:

 (mitochondria carry out) aerobic respiration (1) Accept respiration

 provide {ATP / energy} (1) Do not accept ‘{produce / make} energy’

unqualified
(2)
 to move the flagellum (1) Accept tail
Question Answer Additional guidance Mark
Number
7(a)(iii) A calculation showing the following steps: Example of calculation:

 conversion of actual length of scale into μm (1) 40 mm = 40000 μm

Allow answer in the range of 40000

to 41000 μm

 actual length divided by the given length (1) (40000 ÷ 60) = 666.67 to 683.3

Correct answer with no working shown

gains both marks
(2)
Allow ECF
Question Answer Additional guidance Mark
Number
7(b) An answer that includes the following points:

 sperm (with longer flagellum) swim {fast / faster} (to the egg cell) Accept (longer flagellum) gives more
(1) {force / movement}

 (sperm have) increased chance of fertilising (the egg cell)

(1)
Accept to be the first to fertilise the egg
cell
Ignore to be the first to reach the egg cell

 competition with sperm from other (male Chinese) hamsters Accept description of competition with
(1) sperm from other (male Chinese)
hamsters
Accept as a consequence of natural (3)
selection / evolution

Question Answer Additional guidance Mark

Number
7(c) An explanation that includes the following points:

 cortical {granules / vesicles} fuse with (egg cell surface) membrane Ignore chemicals
and release enzymes (1)

 zona pellucida hardens (1) Accept ‘thickens’ or ‘becomes

impermeable’

 to prevent {polyspermy / more than one sperm (nucleus) entering Accept ‘no other sperm can enter’ (3)
egg cell} / to ensure that the nucleus is diploid (1)
 

Question Answer Additional guidance Mark

Number
7(d) A description that includes three of the following points:

 differential gene expression (1)

 some genes have been (permanently) {inactivated / switched off} Accept only some genes are {active /
(1) switched on}
Ignore genes activated

 by epigenetic modification (1) Accept named example of modification

e.g. histone modification, DNA
methylation

 {proteins / enzymes} {made / synthesised} (from active genes)

which permanently modify the cell (1) Accept {proteins / enzymes} {made /
synthesised} produce a {structural / (3)
functional / metabolic change} exp
Question Answer Additional guidance Mark
Number
8(a) An explanation that makes reference to the following: Accept number of {species/ organisms}
for biodiversity

 introduction of new (beaver) species increased the {species Ignore genetic diversity
richness / biodiversity} (1)

 reduction in (plant) biodiversity due to trees being cut down / Accept reduction in animal biodiversity
reduction in (animal) biodiversity as {habitat / food} reduced (by due to {competition with / predation
the trees being cut down) (1) from} beavers

 (increase in biodiversity) due to {pond being created / new

habitat / increased space (due to trees being cut down)} (1)

 (increase in biodiversity) due to new food source (1) Accept plant or beaver as food source
(4)
Question
Answer
Number
8 (b) Answers will be credited according to candidate’s deployment of knowledge and understanding of the material in relation
to the qualities and skills outlined in the generic mark scheme.

The indicative content below is not prescriptive and candidates are not required to include all the material indicated as
relevant. Additional content included in the response must be scientific and relevant.

 genetic diversity identified as the variety of alleles in the population

 only small numbers of introduced beavers could reduce the genetic diversity
 loss of alleles from population
 increased homozygosity

 introducing more Norwegian beavers could increase genetic diversity

 but could have same alleles so no effect on genetic diversity

 introducing beavers from different European locations could increase genetic diversity
 could be many different alleles in wider populations of European beavers
 however the map shows many geographically isolated populations
 these small populations could also have low genetic diversity
 reproductive isolation could have occurred
 preventing introduced beavers mating with Scottish beavers
 (6)

Additional guidance
Level 0 0 No awardable content
Level 1 1-2 Demonstrates isolated elements of biological knowledge Discussion of at least one solution and the impact
and understanding to the given context with generalised on genetic diversity
comments made.
1 solution = 1 mark
Vague statements related to consequences are made with
limited linkage to a range of scientific ideas, processes, 2 solutions = 2 marks
techniques and procedures.

The discussion will contain basic information with some

attempt made to link knowledge and understanding to the
given context.
Level 2 3-4 Demonstrates adequate knowledge and understanding by Discussion of both solutions and their impact on
selecting and applying some relevant biological genetic diversity
facts/concepts.
plus
Consequences are discussed which are occasionally consideration of effect of geographically isolated
supported through linkage to a range of scientific ideas, populations on genetic diversity 1 mark (accept
processes, techniques and procedures. description e.g. scattered populations)

The discussion shows some linkages and lines of scientific plus alleles 1 mark
reasoning with some structure.
Level 3 5-6 Demonstrates comprehensive knowledge and all level 2 content
understanding by selecting and applying relevant knowledge
of biological facts/concepts. plus
reproductive isolation one mark
Consequences are discussed which are supported
throughout by sustained linkage to a range of scientific plus
ideas, processes, techniques or procedures. inbreeding / heterozygosity index one mark

The discussion shows a well-developed and sustained line of

scientific reasoning which is clear and logically structured.
Question Answer Additional guidance Mark
Number
8(c) A calculation showing the following steps: Example of calculation

Accept values for either p or q:

 value for q (1) √0.09 / 0.3

 value for p (1) (1 − 0.3) / 0.7

 calculation of correct percentage for p2 (1) p2 = 49%

Correct answer with no working (3)

scores full marks
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