Mark Scheme (Results)

October 2020

Pearson Edexcel GCE

In Biology Spec B (9BI03) Paper 03
General and Practical Principles in Biology
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October 2020
Publications Code 9BI0_03_2010_MS
All the material in this publication is copyright
© Pearson Education Ltd 2020
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.
• Mark schemes will indicate within the table where, and which strands of
QWC, are being assessed. The strands are as follows:

i) ensure that text is legible and that spelling, punctuation and grammar are
accurate so that meaning is clear
ii) select and use a form and style of writing appropriate to purpose and to
complex subject matter
iii) organise information clearly and coherently, using specialist vocabulary
when appropriate
Using the Mark Scheme

Examiners should look for qualities to reward rather than faults to penalise. This does NOT mean giving credit for incorrect or
inadequate answers, but it does mean allowing candidates to be rewarded for answers showing correct application of principles and
knowledge. Examiners should therefore read carefully and consider every response: even if it is not what is expected it may be
worthy of credit.

The mark scheme gives examiners:

• an idea of the types of response expected
• how individual marks are to be awarded
• the total mark for each question
• examples of responses that should NOT receive credit.

/ means that the responses are alternatives and either answer should receive full credit.
( ) means that a phrase/word is not essential for the award of the mark, but helps the examiner to get the sense of the expected
answer.
Phrases/words in bold indicate that the meaning of the phrase or the actual word is essential to the answer.
ecf/TE/cq (error carried forward) means that a wrong answer given in an earlier part of a question is used correctly in answer to a
later part of the same question.

Candidates must make their meaning clear to the examiner to gain the mark. Make sure that the answer makes sense. Do not give
credit for correct words/phrases which are put together in a meaningless manner. Answers must be in the correct context.

Quality of Written Communication

Questions which involve the writing of continuous prose will expect candidates to:
• write legibly, with accurate use of spelling, grammar and punctuation in order to make the meaning clear
• select and use a form and style of writing appropriate to purpose and to complex subject matter
• organise information clearly and coherently, using specialist vocabulary when appropriate.
Full marks will be awarded if the candidate has demonstrated the above abilities.
Questions where QWC is likely to be particularly important are indicated (QWC) in the mark scheme, but this does not preclude
others.
Question
Answer Additional Guidance Mark
Number

1 (a) A description that makes reference to the following:

• enters through spiracles (1)

• diffusion {in tracheae / in tracheoles / into cells} (1)

• down concentration gradient (1)

(3)

Question
Answer Additional Guidance Mark
Number

1 (b)(i) {mm/cm/mm3/cm3} min-1 g-1

(1)

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Question
Answer Additional Guidance Mark
Number

1 (b)(ii) A description that makes reference

to the following:

• named factor (1) e.g. temperature,

{size / mass / age} of insect

• how controlled (1) e.g. thermostatically controlled water bath / water bath set
at a constant temperature / ac room
choose equal { size / mass / age} of insect
(2)

Question
Answer Additional Guidance Mark
Number

1 (b)(iii) An explanation that makes reference to the following:

• it has already absorbed the maximum amount of Accept it is able to absorb less carbon
carbon dioxide / no more carbon dioxide can be dioxide (for the second insect)
absorbed (1)

• (therefore) coloured liquid {would not move / would Accept (it is replaced) so that
move less} / readings {are an underestimate / will not coloured liquid will move / so that
be valid} (1) readings will be valid

(2)

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Question
Answer Additional Guidance Mark
Number

2 (a) A description that makes reference to three of the

following:

• (folded into) {spherical / rounded / 3D} shape (1)

• {polar / hydrophilic} {R groups / amino acids} on

outside (1)

• {non polar / hydrophobic} {R groups / amino acids}

on inside (1)

• ionic / hydrogen / disulfide bonds (1) Accept disulfide bridges

(3)

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Question
Answer Additional Guidance Mark
Number

2 (b) An answer that makes reference to five of the following:

• (put albumin tubes into a) range of at least five pepsin

concentrations (1)

• control {temperature using water bath / pH using

buffer} (1)

• use same {concentration / source / mass / length /

volume} of albumin (1)

• leave for {same / stated} time or measure at regular Time how long it takes for albumin to
time intervals (1) disappear = 2 marks

• measure {length of albumin remaining / mass of Accept measure absorbance using a

albumin} (at end of investigation) (1) colorimeter

• {use several capillary tubes / repeat} and {calculate

mean / calculate SD / identify anomalies} (1)

• control tube with no enzyme (for comparison) (1)

(5)

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Question
Answer Additional Guidance Mark
Number
3(a)
9 / 90 (1)

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Question
Answer Additional Guidance Mark
Number

3(b)(i) • calculation of volume (1) = 4 x 3.142 x 0.001

3

• calculation of cardiac output (1) = 0.004189 x 200

• conversion to dm3 min-1 (1) = 0.0000008379 (dm3 min-1)

Accept 8 x 10-7 / 8.4 x 10-7 / 8.38 x 10-7 / 8.379 x 10-7 /

0.0000008 / 0.00000084 / 0.000000838

Correct answer gains full marks, with no working shown.

8 / 8.4 / 8.38 / 8.379 to wrong power of 10 gets 2 marks

Ecf if diameter used instead of radius

OR

• change units for radius (1) 0.1mm = 0.001 dm

• calculation of volume (1) = 4 x 3.142 x 0.001

3

• calculation of cardiac output (1) = 4.189 x 10-9 x 200 (dm3 min-1) = 8.38 x 10-7

Accept 8 x 10-7 / 8.4 x 10-7 / 8.379 x 10-7 / 0.0000008 /

0.00000084 / 0.000000838 / 0.0000008379

(3)

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Question
Answer Additional Guidance Mark
Number
3(b)(ii)
more cells that need supply of {glucose / oxygen} (1)
(1)

Question
Answer Additional Guidance Mark
Number

3(c)(i) • calculate sum of d2 and divide (1) 50 ÷ 2 = 25

• calculate square root (1) 5.0

Correct answer gains full marks,

with no working shown.
(2)

Question
Answer Additional Guidance Mark
Number

3(c)(ii) An answer that makes reference to the following:

• one axis labelled mean heart rate with units,

linear scale starting at 0 (not broken scale),
bars labelled and covers at least half the grid (1)

• accurate plot and standard deviations (1)

(2)

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Question
Answer Additional Guidance Mark
Number

3(c)(iii) An answer that makes reference to two of the following:

• for valid comparison / to get a valid result (1) Accept to ensure the treatment is the
only factor affecting heartrate

and any one from the following:

• temperature because {water fleas are ectotherms /

affects heart rate} (1)

• {carbon dioxide / pH} affects heart rate (1)

• time of measuring because water fleas may fatigue (1)

• acclimatisation to allow equal time for substances to

take effect (1)

(2)

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Question
Answer Additional Guidance Mark
Number

4 (a) An explanation that makes reference to the following:

• clotting takes longer at low temperature due to {low Accept clotting takes less time as
kinetic energy / fewer enzyme-substrate collisions} (1) temperature increases because
{kinetic energy increases / more
enzyme-substrate collisions}

• clotting time is least at {body/optimum} temperature (1)

• (clotting takes longer) at {temperatures above 37°C /

high temperatures} (because) enzymes are denatured (1)
(3)

Question
Answer Additional Guidance Mark
Number

4 (b) 6771
(1)

Question
Answer Additional Guidance Mark
Number

4 (c)(i) substitution Accept point mutation

(1)
Question
Answer Additional Guidance Mark
Number

4 (c)(ii) 1 in 50 Accept other correct probabilities e.g. 2% or 0.02

(1)

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Question
Answer Additional Guidance Mark
Number

4 (c)(iii) An explanation that makes reference to the following:

• (excess prothrombin means) more thrombin (1)

• therefore increased {conversion / catalysis} of

fibrinogen to fibrin (1)

• fibrin {is insoluble / traps blood cells / forms mesh / Accept if there is more fibrin it is more
forms net} (1) likely to clot
(3)

Question
Answer Additional Guidance Mark
Number

4 (d)(i) cut DNA to produce {short sections of DNA / short tandem Accept cut DNA into fragments /
repeats / mini satellites} (1) cut DNA to give sticky ends
(1)

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Question
Answer Additional Guidance Mark
Number

4 (d)(ii) A description that makes reference to three of the following:

• use (DNA) primers / nucleotides (1)

• use {high temperature / 95 ◦C} for 30 seconds (to separate

DNA strands) (1)

• use {lower temperature / 55 ◦C} for 20 seconds (to bind

primers) (1)

• heat to 72°C with polymerase (to replicate DNA) (1)

• repeat process (to obtain many copies of DNA) (1)

(3)

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Question Answer Additional guidance Mark
Number

5(a) endosperm

(1)

Question Answer Additional guidance Mark

Number

5(b)(i) A description that makes reference to two the following:

• DNA strands separate (1)

• antisense strand used as template (for mRNA) (1)

• RNA polymerase synthesises mRNA (1) (2)

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Question Answer Additional guidance Mark
Number

5(b)(ii) A description that makes reference to five of the following:

• mRNA leaves through nuclear pores (1)

• {translation occurs at / mRNA travels to} ribosomes /

rough endoplasmic reticulum (1)

• codons (on mRNA) pair with anticodons on tRNA / tRNA

brings amino acid (to the ribosome) (1)

• peptide bonds form between amino acids (1)

• amylase enters Golgi and is {modified / processed} /

Accept protein for amylase
amylase {is packaged into vesicles / travels in vesicles}
(1)

• exocytosis releases {amylase / protein} (1)

Accept description for exocytosis
(5)

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Question Answer Additional guidance Mark
Number

5(c) An answer that makes reference to five of the following:

• (soak grains in) range of at least five salt

concentrations (1)

• use {surface sterilised seeds / sterile agar / Accept wash grains with bleach
sterile Petri dishes} (1)

• {wash / cut} grains and place onto starch agar (1) Accept leave {washed / cut} seed in
starchy solution
• leave for 24-48 hours (1)

• add iodine (solution) (1)

• measure {diameter/area} of clear zone (1) If alternative method used (grain in

starch solution), accept use a
colorimeter to measure absorbance
(5)

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Question
Answer Additional Guidance Mark
Number

6 (a) H / hydrogen
(1)

Question
Answer Additional Guidance Mark
Number

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

• {bacteria / microbes} cannot {reproduce / undergo binary Accept bacteria cannot replicate
fission} (1) / multiply

• (because) complementary base pairing cannot occur (1) Accept T cannot pair with A

• (because) mRNA synthesis prevented (1) Accept no transcription occurs

(2)

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Question
Answer Additional Guidance Mark
Number

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

Accept microbes /
spores for all points
• {flame / sterilise / autoclave} apparatus to kill bacteria (1)

• clean surfaces with {bleach / disinfectant / alcohol} to kill bacteria (1)

• open lid of Petri dish slightly to prevent access by bacteria (1)

• work near Bunsen flame to {create updraft / prevent bacteria settling}

(1)
(2)

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Question
Answer Additional Guidance Mark
Number

6(d)(i) An answer that makes reference to three of the following:

Similarity

• both have peptidoglycan (1)

Two differences from:

• positive has {more / thicker layer of} peptidoglycan than

negative / positive has a thicker cell wall than negative (1)

• positive has teichoic acid, negative does not (1)

• negative has outer membrane, positive does not (1)

• negative (most) has periplasmic space, positive does not (1) Accept periplasm

• negative has {more lipid / lipopolysaccharide / porin proteins},

positive does not (1)

(3)

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Question
Answer Additional Guidance Mark
Number
6(d)(ii)
• subtraction using values from graph (1) 108 – 102 = 99 999 900

• calculation of percentage change (1) ÷ 108 × 100 = 99.9999

Correct answer gains full marks, with no working shown. (2)

Question
Answer Additional Guidance Mark
Number

6(d)(iii) An answer that makes reference to the following:

• it is effective if irradiation longer than 3 hours (1) Accept effectiveness depends on how
long it is irradiated for

• it is effective against E. coli which infect the intestine (1)

• not all species of {pathogenic bacteria / bacteria causing

food poisoning} investigated / only three types of
bacteria investigated (1)

• toxins may remain in food (1)

(4)

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Question
Answer Additional Guidance Mark
Number

7 (a) 50 (1)

(1)

Question
Answer Additional Guidance Mark
Number

7 (b) An explanation that makes reference to the following:

• because food attracts mouse into trap (1)

• because {small entrance / size of trap} allows {small Accept the entrance is big enough for
animals / mice} to enter trap / larger animals cannot mice to enter the trap
enter trap (1)

• because door slides down when the mouse

{approaches the food / walks on board} (1)

(3)

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Question
Answer Additional Guidance Mark
Number

7 (c) An explanation that makes reference to four of the

following:

• mice have large surface area to volume ratio (1)

• (therefore) {lose a lot of heat / lose heat quickly} (1)

• heat generated by {metabolism / respiration} (1)

• insufficient food to {maintain (high) metabolic rate /

release enough energy} (1)

• no bedding {for insulation / to prevent heat loss} (1)

(4)

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Question
Answer Additional Guidance Mark
Number

7 (d) An answer that makes reference to five of the following:

Inaccurate because

• {births / deaths} may occur (1)

• migration may occur (1)

• marking may affect survival (1)

• mice may lose bands (1)

• food encourages capture / trap discourages capture (1) Accept that some animals are more or
less likely than others to enter trap

Accurate because

• {time / a week} is long enough for random dispersal (1)

• a lot of traps were set / sample size large (1)

• traps were randomly placed (avoids bias) (1)

(5)

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Question
Answer Additional Guidance Mark
Number

8 (a) inner membrane / cristae

(1)

Question Answer Additional guidance Mark

Number

8(b)(i) An explanation that makes reference to five of the following:

• (cyanide) changes tertiary structure / changes active

site / substrate no longer fits {active site / enzyme}
(1)

• therefore transport of {electrons / hydrogen ions}

stops (1)

• carrier(s) cannot be reduced (1)

• (so that) ATP manufacture stops / less ATP made (1)

• muscles {cannot contract / go into spasm} / breathing

stops / heart stops (1)

• any other named biological process that requires ATP

stops eg active transport (1)

(5)

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Question Answer Additional guidance Mark
Number
8(b)(ii)
• mass of cyanide that kills = 10 mg (1) 1 x 10 = 10 mg

• mass of cyanide inhaled per minute 0.24 mg dm-3 x 15 = 3.6 (mg per
minute)
• time taken to inhale lethal dose (1)
10 ÷ 3.6 = 2.78 minutes (3sf)

OR

• mass of cyanide that kills = 10 mg (1) 1 × 10 = 10 mg

• volume that provides lethal dose (1) 10 ÷ 0.24 = 41.67 (dm3)

• time taken to inhale lethal dose (1)

41.67 ÷ 15 = 2.78 minutes (3sf)

(3)

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Question
Answer Additional Guidance Mark
Number

8 (c) An answer that makes reference to the following:

• line decreasing from 5 to 15 minutes (1)

• line level from 15 to 25 minutes (1)

(2)

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Question
Answer Additional Guidance Mark
Number

9 (a) N
(1)

Question
Additional Guidance Mark
Number

9 (b) An explanation that makes reference to four of the

following:

• (because) there are more species of woody plants in Accept there is a positive correlation
the older hedges (1)

• If hedges were destroyed {there would be a large loss Accept if hedges were destroyed it
of biodiversity / many species would be lost} (1) would take a long time {for biodiversity
to recover / for species number
to recover} / if hedges are destroyed
there are less niches

• older hedges provide more niches (1) Accept some plants are found only in
older hedges

• (so that) more species of {invertebrates / vertebrates Accept biodiversity increases as age of
/ animals / plants} (are associated with older hedge) hedge increases
(1)

• (Therefore) hedges provide {shelter / food / nesting

sites} / allow safe movement of animals (for
{interbreeding / genetic variation}) (1) (4)

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Question
Answer Additional Guidance Mark
Number

9 (c) • avoid {bias / underestimate / overestimate} (1) Accept to get a representative

sample (1)

Question
Answer Additional Guidance Mark
Number

9 (d)(i) An answer that makes reference to one of the following:

• stems are {stronger / less likely to break / better supported}

• more {mineral ion / water} transport (1)

(1)

Question
Answer Additional Guidance Mark
Number

9 (d)(ii) A description that makes reference to three of the following:

• cut thin sections (of the stem) (1) Accept cut a core (if rings are being
measured)
• from same height of stem in young and old plants (1)

• {use a stain / named stain} to see xylem (1)

• measure thickness of xylem tissue (1) Measure thickness of {rings / xylem}

1 mark if potometer used in method (3)

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Question Answer Additional guidance Mark
Number

9 (e) An answer that makes reference to five of the following:

• cut potato into chips of same size as this {gives equal surface Accept use a cork borer to
area (to volume ratio) / affects osmosis} (1) give samples of standard
size (linked to SA or
osmosis)
• place potato chips in range of {salt / sucrose} solutions
to allow {osmosis / water to enter / water to leave} (1)

Accept dry using a paper

• blot chips to remove surface water (1)
towel

• measure (percentage) change in {mass / length} and {determine Accept measure initial
loss or gain of water / plot graph} (1) {length / mass} and final
{length / mass} to find
change

• identify where line crosses x axis as this represents {no change in

mass / length / the estimate of water potential} (1)

• compare these lines for different ages of potato tissue (1)

• use same temperature as this affects {osmosis / diffusion} / leave
potato for same time in solutions as this affects {osmosis /
diffusion} / use same {potato / variety of potato} as this affects
{water potential / osmosis / diffusion} (1)
(5)

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Question
Answer Additional Guidance Mark
Number

10 (a)(i) An explanation that makes reference to the following:

divide energy in producers by energy in sunlight (1) 85 000 ÷ 7 000 000

multiply by 100 (1) × 100 = 1.21

Correct answer gains full marks, with

no working shown.

(2)

Question
Answer Additional Guidance Mark
Number

10 (a)(ii) An answer that makes reference to one of the following:

• light reflected (from leaf) (1)

• light misses {chloroplast / chlorophyll} (1) Accept transmitted / not absorbed by

{chloroplast / chlorophyll}
• only certain wavelengths absorbed (1)

Accept limiting factors eg lack of CO2,

water etc may reduce rate

(1)

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Answer Additional Guidance Mark
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10 (a)(iii) An explanation that makes reference to two of the

following:

• because some of the energy is lost through

{respiration / heat / movement} (1)

• some of the producers not eaten (1)

• some of the producers not digested (1)

(2)

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Question Indicative content
Number
*10(b) Answers will be credited according to candidate’s deployment of knowledge and understanding of 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 which is
indicated as relevant. Additional content included in the response must be scientific and relevant.

Light: (L)
• more light at equator / less light at higher latitudes

Light dependent stage: (L)

• light excites electrons
• photolysis occurs
• ATP made / photophosphorylation
• NADPH / reduced NADP made

Light independent stage: (L)

• Calvin cycle
• NADPH / ATP used
• Carbon fixation
• to reduce carbon dioxide to carbohydrate / GP / GALP / glucose

Temperature: (L)
• temperature is higher at the equator / lower at higher latitudes
• temperature affects enzymes
• eg. RUBISCO enzyme
• temperature affects active uptake of mineral ions
• temperature affects rate of transpiration

Other abiotic variables: (A)

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 • identifies other abiotic variables eg carbon dioxide / water / mineral ions / pH
• carbon dioxide unlikely to be a limiting factor
• comment on lack of available water eg in deserts / polar regions or excess of water eg flooded areas
• water needed for photolysis / mineral ion transport
• use of named mineral ion eg. nitrate for amino acids / protein
• soil edaphic factors
• abiotic factors in the oceans discussed

Biotic factors: (B)

• biotic factors also affect productivity
• disease / infection / bacteria / fungi / named pathogen
• grazing / herbivore populations / pest populations
• competition eg for light
• decomposition is slower at higher latitudes (affects mineral ion availability)
• human factors eg deforestation / pesticide use / fertilizer use / crop planting
• biotic factors in the oceans discussed

Productivity factors (B)

• productivity subject to limiting factors
• productivity in cool temperate can exceed warm temperate
• productivity in the oceans not taken into account
• unequal size of latitude ranges (makes comparison difficult)
• idea of interaction between multiple / complex factors affecting productivity

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Level Marks
0 0 No awardable content
1 1-3 Demonstrates isolated elements of biological knowledge and understanding to the given context with
generalised comments made.

Vague statements related to consequences are made with limited linkage to a range of scientific ideas,
processes, techniques and procedures.

The discussion will contain basic information with some attempt made to link knowledge and
understanding to the given context.

Up to three from L, A or B
2 4-6 Demonstrates adequate knowledge and understanding by selecting and applying some relevant
biological facts/concepts.

Consequences are discussed which are occasionally supported through linkage to a range of scientific
ideas, processes, techniques and procedures.

The discussion shows some linkages and lines of scientific reasoning with some structure.

At least two from L and at least two from A or B

3 7-9 Demonstrates comprehensive knowledge and understanding by selecting and applying relevant
knowledge of biological facts/concepts.

Consequences are discussed which are supported throughout by sustained linkage to a range of
scientific ideas, processes, techniques or procedures.

The discussion shows a well-developed and sustained line of scientific reasoning which is clear and
logically structured.
At least two from L plus at least two from A and two from B with no major errors

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