Examiners’ Report

June 2016

IAL Biology WBI01 01

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June 2016

Publications Code WBI01_01_1606_ER

All the material in this publication is copyright

© Pearson Education Ltd 2016

2 IAL Biology WBI01 01

Introduction
This paper tested the knowledge and understanding of the two AS topics: ‘Lifestyle, health
and risk’ and ‘Genes and health’, together with elements of How Science Works. The range
of questions provided plenty of opportunity for candidates to demonstrate their grasp of
these AS topics. On the whole, candidates coped well with this paper, finding most of the
questions straightforward to tackle; indeed, there were very few examples of questions not
being attempted at all, with all questions achieving the full spread of marks.
It was pleasing to see how well many candidates could recall several areas of the
specification in a good level of detail. It was also very pleasing to see very few candidates
losing marks for poor quality of written communication (QWC) with many producing clear
answers, set out in a logical style with key biological terms spelt correctly.
Some candidates let themselves down by not reading the questions carefully enough, or by
providing a response without the detail required at this level.
Many candidates have clearly made good use of past papers and mark schemes, but it is
important for candidates to understand the scientific principles covered in the specification
so they can apply them to new contexts and not write a rehearsed answer to a question that
has been asked in the past.

IAL Biology WBI01 01 3

 Question 1 (a) (i)
Many candidates provided a good description of the fatty acid and gained a maximum of two
marks. However, some candidates struggled to provide a creditworthy description.
Simply stating that oleic acid has a double bond is not sufficient. In order to gain marking
point 3 candidates needed to make it clear that they were describing the presence of a
single carbon carbon double bond. To gain marking point 1 candidates needed to identify the
group at the end of the fatty acid chain as a carboxylic acid or carboxyl group. Simply
writing COOH was not sufficient for marking point 1.

Examiner Comments Examiner Tip

This response gained marking point 3 for mono- Biochemistry is important. Make sure you
unsaturated. Reference to kinks was ignored so understand and learn the biochemistry
‘one kink’ by itself would not be sufficient. aspects of unit 1.

4 IAL Biology WBI01 01

 Examiner Comments

This response gained two marks: marking point 2 for long hydrocarbon
chain and marking point 3 for one carbon carbon double bond. Reference to
-COOH was ignored. To gain marking point 1 candidates need to name the
group as being a carboxylic acid group.

Question 1 (a) (ii)

While many good answers were seen, this question proved challenging to the majority
of candidates. Many candidates recognised and described the general trend in melting
temperature for the first marking point; some then went on to link this to ‘kinks’ in the fatty
acid chain for the second marking point. However, very few went any further and linked
the shape of the hydrocarbon chain to packing and the strength of intermolecular forces
between the hydrocarbon chains.
A disappointing number of candidates suggested that the trend in melting temperature could
be explained by the idea that carbon double bonds themselves are weaker or more easily
broken.

Examiner Comments
In this response the candidate correctly describes the trend that as the number
of carbon carbon double bonds increases the melting temperature decreases and
gains marking point 1. Unfortunately a correct explanation for the trend does
not involve the breaking of double bonds so the reset of the response gained no
additional marks.

IAL Biology WBI01 01 5

 Question 1 (b) (i)
This question proved straightforward for most candidates, although many forgot to show
water as a product of the reaction.

Question 1 (b) (ii)

Another very straightforward question for which most candidates gained a mark.

6 IAL Biology WBI01 01

Question 2 (a)
The majority of candidates that provided an answer gave a correct response and gained the
mark. However, many candidates left this question blank.

Examiner Comments Examiner Tip

This response did not gain the mark. Although the Take care when asked to label or add
candidate has shown blood correctly entering the left to a diagram. Make sure you provide a
atrium they have not completed the diagram to show complete answer.
blood leaving the left ventricle.

IAL Biology WBI01 01 7

 Question 2 (c)
This question was discriminating with the full range of marks observed. Marking points one
and two were most frequently observed. Many candidates also expressed the idea that the
low pressure in the pulmonary circuit protects the alveoli capillary network (marking point
4). The idea of maintaining a concentration gradient (marking point 3) and high pressure in
the systemic circuit delivering oxygen to body cells (marking point 5) were often not
sufficiently clearly expressed to gain credit.

Examiner Comments
In this response the candidate gains marking point 2 for separation of oxygen rich and oxygen
depleted blood, marking point 3 for the idea of maintaining a steep concentration gradient and
marking point 4 for the idea that relatively low pressure in the pulmonary circuit protects the delicate
structures of the lung. This response would not have gained marking point 1 as there is no mention of
the systemic circuit.

8 IAL Biology WBI01 01

 Examiner Comments Examiner Tip
In this response the candidate has not focussed Read questions carefully. This question asks
on the question asked and much of the answer what it is about the double circulation system
lacks detail and clarity. Only marking point 3 that allows for efficient gas exchange. Many
was awarded, lines 3 - 6. candidates answered ’why do mammals need
a circulation system?’ - which is a different
question.

IAL Biology WBI01 01 9

 Question 3 (a) (i)
This question proved very straightforward and many candidates gained the maximum
of three marks. Those candidates that did not gain full marks often failed to make a full
comparison and focussed only on differences between the molecules.

Some candidates made reference to differences in 1,4 and 1,4 – 1,6 bonds gaining marking
point 4 but as they made no reference to glycosidic bonds they failed to get marking point
3. A number of candidates described amylose as straight chains and amylopectin as
branched and did not get marking point 5. References to β glucose and incorrect bonds e.g.
peptide bonds, negated marking points 2 and 3.

Examiner Comments Examiner Tip

This clearly expressed response gained When making a comparison, the answer does
marking points 3, 4 and 5. not need to be in prose. A neatly laid out table
can gain full marks and might help you make a
complete comparison.

10 IAL Biology WBI01 01

Question 3 (a) (ii)
Many candidates recognised that the branched structure of amylopectin was important and
gained the first marking point. Very few candidates then linked this to the rapid release of
glucose units. A disappointing number of candidates suggested or implied that it was the
hydrolysis of the glycosidic bonds that released energy.

Examiner Comments Examiner Tip

For this response the candidate gained marking
point 1 for the idea that amylopectin is branched. Take care with descriptive words, for
The candidate then suggests that amylopectin can example, easily and rapidly mean different
be more easily broken down into glucose monomers. things. You should take time to make sure
References to ease of breaking glycosidic bonds were you are using the appropriate term.
ignored. Marking point 2 was for the idea of more
rapid release of glucose.

IAL Biology WBI01 01 11

 Examiner Comments Examiner Tip
This candidate has gained both marking points 1 Take care with the way you express your
and 2. The first marking point was for the idea that biological knowledge and understanding.
amylopectin is branched. The second marking point Many candidates suggested that branching
was for linking the branched structure to the speed of amylopectin allows the more rapid release
at which glucose molecules can be released from of energy; the implication being that it was
the amylopectin. the hydrolysis of amylopectin that releases
energy, which is incorrect.

Question 3 (b)
Many candidates were able to state that lactose was a disaccharide and starch a
polysaccharide (marking point 1). Less frequently candidates described lactose as being
formed from glucose and galactose and starch being formed from glucose alone (marking
point 2). Marking point 3 was seen infrequently.

Examiner Comments

This response did not gain any marks. Although the candidate
has correctly identified that lactose is made from glucose and
galactose they have then incorrectly suggested that starch is
formed from glucose and fructose.

12 IAL Biology WBI01 01

Question 3 (c) (i)
This question proved very straightforward and most candidates gained the mark.

Question 3 (c) (ii)

Candidates generally scored well on this question frequently gaining both marks.

Question 3 (c) (iii)

Another question that was answered well by many candidates. The majority of candidates
gained the mark for either the first or second marking point. Marking point 3 was
infrequently awarded. This mark was for the idea that all variables or factors have not been
identified and not simply for naming an additional factor or variable that may be involved.
Answers making reference to newspapers being unreliable, or milk being good for you, were
ignored.

Examiner Comments

In this response the candidate provided an answer that could be

awarded either marking point 1 or 3. Note for marking point 3 it
is the idea that other factors might be responsible, and not the
named examples that gains the mark.

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 Question 4 (b) (i)
The availability of six marking points made this a very accessible question. Although many
candidates gained all four available marks the answers provided were often incomplete or
contained some elements that were incorrect. For marking points 2 and 4 simple description
of the change e.g. prothrombin is converted into thrombin was not sufficient for the mark. It
needs to be clear that something e.g. thromboplastin was carrying out the conversion.

Examiner Comments

This is an example of a reasonably complete and well expressed

response. All six marking points could be awarded.

14 IAL Biology WBI01 01

 Examiner Comments Examiner Tip
This response does not address the question and Read questions carefully. Make sure you
gains no marks. The candidate appears to have answer the question that is asked.
seen atherosclerosis in the stem of the question and
ignored the actual question in (i).

IAL Biology WBI01 01 15

 Question 4 (b) (ii)
Many candidates gained both marks for two suitable treatments. Frequently seen incorrect
responses included changes in lifestyle, such as low fat diet or more exercise, or the use of
anti-hypertensives. The question was about treatments and not lifestyle changes that reduce
the risk of coagulation. Statins were accepted not because of their lipid lowering activity but
because of their anticoagulant activity.
Many candidates provided several answers on each answer line. When they did this only the
first response on each answer line was marked.

Examiner Comments Examiner Tip

In this response, on line 1 antihypertensives is When you are given answer lines and
incorrect so the first mark cannot be awarded. On are asked to provide simple pieces of
line 2 the candidate has listed anticoagulant, warfarin information e.g. the name of a drug, a
and aspirin. Although all three responses could gain a treatment or a variable, the examiner will
mark only the first response on the line is marked so only mark the first response on the answer
the candidate gains one mark. line.

Question 4 (c) (i)

Candidates who interpreted the graph correctly gained both available marks. The most
frequently seen incorrect responses involved candidates describing increases in systolic
blood pressure with garlic.

Examiner Comments Examiner Tip

In this response the candidate has described the If you are given values for a control don’t
results without actually answering the question. To ignore them. Think about how any test
gain marks the effects of beetroot and garlic must conditions compare with each other and with
be compared to the control. the control.

16 IAL Biology WBI01 01

 Examiner Comments
In this response the candidate has gained both available marks.
These could be awarded for marking points 1, 2 or 3.

Question 4 (c) (ii)

This proved to be a straightforward question that many candidates answered correctly.
Marking point 1 and 2 were the most frequently seen. Marking points 3, 4 and 5 were also
seen on occasion. Marking point 6 was seen very infrequently.

Examiner Comments

This was a fairly typical response that gained two marks,

marking points 1 and 2.

IAL Biology WBI01 01 17

 Examiner Comments
The question asks how the study could be improved. Since the study was focussed on the
effect of beetroot and garlic, suggestions of using different food supplements or of methods
of data analysis (e.g. range bars or calculate mean values) were ignored. This response
gained one mark for suggesting use of a larger sample size (marking point 1).

18 IAL Biology WBI01 01

Question 5 (a) (i)
This question proved surprisingly difficult for many candidates.
Candidates were not asked what genotype meant in terms of a specific trait. Rather they
were asked what the genotype of an organism is. Two alternative answers were accepted.
Candidates could gain the mark for the preferred response that the genotype of an organism
is the genetic constitution of an organism. However, an alternative response in terms of the
alleles for a particular trait was also accepted on this occasion.

Examiner Comments

The question was not given in the context of a specific gene or

condition. This is an example of the expected or preferred response.

IAL Biology WBI01 01 19

 Examiner Comments Examiner Tip
The question is about an individual’s genotype Terms such as genotype may have slightly
and not the genotype of a particular trait. different meaning depending on the context in
However, on this occasion, although not the which they are used. An individual’s genotype is
preferred response, answers in terms of a all the genes and alleles of the individual, their
particular gene or locus were credited. This ‘genetic make-up’. In contrast the genotype of
response gained the mark. a particular gene or trait refers to the inherited
alleles for that particular gene or trait.

Question 5 (a) (ii)

Many candidates gained the first marking point suggesting that the phenotype is all the
characteristics of an organism. Some went on express the idea that phenotype is
determined by genes and the environment gaining the second mark. Again, on this occasion
responses were accepted in terms of the whole organism or of a particular trait.

Examiner Comments
In this response the candidate has forgotten to mention the role
of the environment in determining the phenotype. Marking point
1 was awarded but not marking point 2.

20 IAL Biology WBI01 01

 Examiner Comments

This response gained both marking point 1 and 2.

Question 5 (b) (iii)

Those candidates who answered in the context of the question generally scored well on this
question.
Marking points 1 and 3 were frequently seen. Marking point 2 was seen on occasion.
However, many candidates simply suggested injecting the vector into the blood or ‘the
appropriate tissue’ and did not gain the mark. Some candidates described engineering of
embryonic stem cells which would be of no benefit to the patients described in the question.

Examiner Comments

This type of question needs to be answered in the context of the question.

Here the candidate has gained marking points 1 and 3. Identify and isolate the
normal gene was accepted for marking point 1 and the use of an appropriate
vector was accepted for marking point 3.

IAL Biology WBI01 01 21

 Question 6 (a)
This question was straightforward for most candidates. However, in order to gain marks they
needed to correctly name the sugar as deoxyribose; pentose sugar was not accepted.

Question 6 (b)
Even with four marking points being available many candidates did not achieve the
maximum of two marks. Many of the responses seen only addressed one aspect of the
formation of a DNA molecule. Some described the formation of phosphodiester bonds
without mention of DNA polymerase and gained one mark. Others made reference to the
idea of hydrogen bonding or complementary base pairing but not to both so again only
gained one mark. Very few complete answers were seen.

Examiner Comments
The candidate gained two marks for this response: marking point 1 for
the formation of phosphodiester bonds and marking point 2 for a correct
reference to DNA polymerase. Although the candidate mentions hydrogen
bonding, the response would not have gained marking point 4, as it is not
made clear that the hydrogen bonding is between bases.

Question 6 (c) (i)

A surprising number of candidates struggled to compare DNA and RNA. Many incorrect
assertions were made, e.g. hydrogen bonding is seen in DNA but not in RNA, or ‘DNA carries
genetic information but RNA does not’. Many comparisons did not relate to structure, e.g.
‘DNA is found in the nucleus, RNA is found throughout the cell’.
However, the biggest problem was that candidates often failed to provide a complete
comparison e.g. ‘RNA contains uracil’ or ‘RNA contains uracil rather than thymine’. If
candidates did not make clear reference to both DNA and RNA the marking point was not
awarded.

22 IAL Biology WBI01 01

 Examiner Comments

The candidate has made one valid comparison between the structure
of DNA and RNA and gains one mark, for marking point 2. The second
comparison is about the different types of nucleic acids and is not
addressing the question about differences in structure, so gains no credit.

Examiner Comments

In this response the candidate has made two clear and

complete comparisons and gains both marks.

IAL Biology WBI01 01 23

 Question 6 (c) (ii)
This question was reasonably discriminating with a good range of marks awarded. However,
a disappointing number of candidates went into far too much detail of transcription and
translation. In Unit 1, candidates are only expected to know these processes in outline.
Marks were lost when candidates contradicted themselves or omitted important concepts.

Examiner Comments Examiner Tip

This response gained five marks. Marking Scientific vocabulary is important but it needs
point 1 (lines 2 to 4), marking point 2 (lines to be used as part of a sensible answer. Simply
4 and 5), marking point 4 (lines 5 and 6) and stating scientific terms will not gain credit.
marking points 5 and 6 (lines 6 and 7). The
In this question, ‘mRNA is produced by
simple statement that, ‘RNA is present in both
transcription’ or ‘mRNA is translated at the
translation and transcription ...’, (line 1 and 2)
ribosome’ would be acceptable for marking
was not sufficient, by itself, for either marking
points 1 and 7 respectively. In contrast, ‘RNA is
point 1 or 7.
transcribed and translated’ is not sufficient for
either mark.

24 IAL Biology WBI01 01

Question 7 (a)
Many candidates have a good understanding of the role of phospholipids in the formation of
a cell membrane and this question was answered well by most candidates.

Examiner Comments

In this response, the candidate has explained how the

properties of the phospholipids contribute to the formation of a
cell membrane and gains all three available marks.

IAL Biology WBI01 01 25

 Question 7 (c) (i)
This question assesses candidates’ ability to recognise an example of facilitated diffusion.
The first mark is for suggesting facilitated diffusion and the second for a correct reference to
the role of concentration gradient.
For the second mark the candidates needed to make it clear diffusion was from a region of
high concentration to a region of low concentration, i.e. down a concentration gradient.
Terms such as with the concentration gradient or across a concentration gradient were
ignored.

Examiner Comments

Here the candidate has correctly suggested that glucose is diffusing into the cells from a region of
high concentration to a region of low glucose concentration, gaining marking point 2. However, the
role of the membrane protein has been missed and the candidate does not gain marking point 1. Use
of the term ‘facilitated diffusion’ or a description of diffusion through a membrane protein would have
gained marking point 1.

Examiner Tip

Take care when describing concentration gradients. A full description is best,

‘diffusion from a region of high concentration to a region of low concentration’.
The use of terms such as ‘along’, ‘across’ or ‘with’ a concentration gradient are
ambiguous and cannot be credited.

26 IAL Biology WBI01 01

Question 7 (c) (ii)
This question asks for an explanation as to how insulin might increase the rate of uptake of
glucose. The first marking point is for the suggestion that insulin lowers the concentration of
glucose in the cell. The second marking point is that this results in a steeper concentration
gradient. The idea that the diffusion gradient is steeper is important as it links to the idea of
a faster rate of uptake. A disappointing number of candidates gave explanations in terms of
enzymes lowering the activation energies of reactions.

Examiner Comments

In this response the candidate has correctly suggested that the concentration of glucose
inside the liver cell will fall, gaining marking point 1. The second mark is for suggesting
that the glucose concentration gradient across the cell membrane becomes steeper. In
this response the candidate simply states that the glucose concentration in the blood is
higher than in the cell. As the question asks about an increased rate of uptake, this was not
considered to be sufficient to gain the second mark.

IAL Biology WBI01 01 27

 Examiner Comments

This is an example of a clear explanation that gained both

available marks.

28 IAL Biology WBI01 01

Question 7 (d)
This question was answered well by the majority of candidates and all five marking points
were frequently seen.
A number of candidates described in detail how a mutation could result in a change in
protein structure even though this was not the focus of the question.

Examiner Comments
This candidate has ignored the idea that the mutation in the CFTR gene results in a change in the
primary structure of the CFTR protein, which results in a non-functional protein (marking points 1 and
2). However, they have described the rest of the story, with the chloride ions remaining in the cells
(marking point 3), and water not moving out of the cell by osmosis (marking point 4 and 5).

IAL Biology WBI01 01 29

 Examiner Comments

This response gained all four available marks for marking points 2, 3, 4 and 5. Marking point 1
could not be awarded as the candidate has not mentioned a change in primary structure. Marking
point 2 could be awarded for either of the first two bullet points. Marking point 4 was awarded for a
description of water moving from outside the cell to inside the cell. Use of water potential is not in
the specification; however, it is used correctly and thus does not negate the mark. Use of the term
‘along a concentration gradient’ was ignored.

30 IAL Biology WBI01 01

Question 8 (a)
In this question candidates were asked to calculate an initial rate of reaction from a graph.
Many candidates were able to calculate the rate correctly. However, relatively few were able
to provide suitable units. If an answer line for a calculation does not contain units then
candidates should provide any appropriate units. A solidus ‘/’ or negative superscript ‘cm-3’
and ‘min-1’ were accepted in place of ‘per’.

Examiner Comments Examiner Tip

In this question the candidate has completed the
If the answer line for a calculation does
calculation to get a value of 0.5 gaining the first
not include units then you are expected to
marking point.
provide appropriate units.
However, the candidate has not provided units so
does not get the second marking point.

Examiner Comments

In this example the candidate has carried out the calculation

correctly and has provided suitable units. A solidus ‘/’ was
accepted in place of ‘per’.

IAL Biology WBI01 01 31

 Question 8 (b)
This question proved challenging for most candidates. Many recognised that as the
concentration of pepsin increased so did the rate of hydrolysis and gained marking point 1.
A disappointing number suggested that as pepsin concentration increased the rate of
reaction decreased. Very few candidates recognised that the relationship was directly
proportional, marking point 2. Some candidates did correctly calculate a second rate of
reaction to compare with the rate calculated in 8(a) and thus gained marking point 3. Many
candidates simply described the shape of the curves and gained no marks.

Examiner Comments

In this response the candidate has clearly expressed the idea that as the concentration of
pepsin increases, the rate of reaction increases gaining marking point 1. The description of the
relationship being linear was not considered sufficient for marking point 2. However, the correct
calculation of a second rate and its comparison with the rate calculated in 8(a) gains marking
point 3.

32 IAL Biology WBI01 01

Question 8 (c)
This was another example of a question that candidates struggled to answer. Although a
number of good answers were seen many candidates reverted to incorrect explanations in
terms of reduced activation energies. When candidates did attempt to provide a sensible
answer, marking points 1 and 2 were often seen. However, marking point 3 was seen less
frequently.

Examiner Comments

In this response the candidate gains all three available marks.

Marking point 1 squeezed in between lines 1 and 2, marking
point 3 at the beginning of line 3 and more clearly on line 4 and
marking point 2 on lines 3-4.

Examiner Comments

In this response, the candidate has gained marking points 1 and 2. The first was awarded
for the clear reference to an increase in the number of active sites; the second for the
description of the formation of more enzyme - substrate complexes. However, there is no
indication that these increases take place over a fixed time period, i.e. the changes are
not linked to rate, so marking point 3 cannot be awarded.

IAL Biology WBI01 01 33

 Question 8 (d)
Candidates who answered the question in the context of an enzyme often scored well. Those
candidates that simply gave descriptions of the role of the primary structure without linking
this to pepsin often only gained marks from the first three marking points. A significant
number of candidates appear not to understand what the primary structure of a protein is,
often confusing amino acid sequences in proteins and base sequences in polynucleotides.

Examiner Comments

In this response the candidate gained the maximum of five marks: marking point 1 in line 1, marking
point 2 in lines 2-3, and marking point 3 in line 11. Marking point 6 was awarded in lines 13 - 14. The
statement about shape of the protein in lines 12 - 13 was not sufficient for this marking point. The
last three lines describe the idea of specificity, gaining marking point 7.

Examiner Tip

Make sure you read questions carefully and provide a complete answer. This question
asks you how the primary structure of pepsin (an enzyme) determines its structure and
properties. The main properties of enzymes are that they catalyse specific reactions
and to do this they have an active site with a particular shape. In addition most
enzymes are globular and soluble, properties brought about by the distribution of
hydrophobic and hydrophilic R groups.

34 IAL Biology WBI01 01

 Examiner Comments
For this response the candidate was awarded two marks. Marking point 1 was given in lines 1
and 2. The comment about changing amino acids (lines 2 - 3) was not relevant and was ignored.
The statement that the primary structure is folded into secondary structures (lines 4 - 5) was not
awarded marking point 2. To gain marking point 2 it has to be clear that it is the primary structure
that determines the folding, not just that the primary structure is folded. The statement about DNA
forming a globular structure (lines 5 - 7) is incorrect so marking point 5 was not awarded. On this
occasion, marking point 3 was allowed for lines 7 and 8. As the candidate had already been penalised
for reference to DNA it was felt that overall there was sufficient context to allow the reference to
hydrogen and ionic bonding as being sufficient for marking point 3.

IAL Biology WBI01 01 35

 Paper Summary
Many candidates have clearly made good use of past papers and mark schemes, but it is
important for candidates to understand the scientific principles covered in the specification
so they can apply them to new contexts and not write a rehearsed answer to a question that
has been asked in the past.
Based on their performance on this paper, candidates are offered the following advice:
• Read the whole question carefully, including the introduction, to help relate your answer
to the context used. You should read the question through carefully at least once and
then write down your knowledge and understanding in a way that answers the question.
• Make sure you understand the biochemistry that underpins the concepts covered in this
unit.
• Read questions carefully: do not assume that the question asked is the same as that
which has appeared on a previous paper.
• Read your answers back carefully – do they answer the question, have you made at
least as many clear points as marks are available?
• When asked to distinguish between two things make sure your answer is comparative
and mentions both things being compared.
• When asked to describe a trend this is asking for the overall changes and not a detailed
description of individual points on a graph or in a table.
• Include a relevant calculation whenever you are asked to describe or compare numerical
data in tables or graphs.
• Don’t be afraid to include a sketch diagram or graph if it will help add clarity to your
answer.
• When describing the measurement or control of variables, be specific about what is to be
measured e.g. volume or mass, and avoid vague terms such as amount.
• Pay particular attention to spelling, the use of technical names and terms, and
organisation of your answer in QWC labelled extended writing questions.
• Explore and assess examples of candidate responses from this report to help you
understand what makes a good response to different types of questions, and exemplify
the level of knowledge and understanding expected at AS level.

36 IAL Biology WBI01 01

Grade Boundaries
Grade boundaries for this, and all other papers, can be found on the website on this link:
http://www.edexcel.com/iwantto/Pages/grade-boundaries.aspx

IAL Biology WBI01 01 37

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