AS

Biology
7401/1 Paper 1
Mark scheme

7401
June 2016

Version: 1.0 Final

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 © 2016 AQA and its licensors. All rights reserved.

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 MARK SCHEME – AS LEVEL BIOLOGY – 7401/1 – JUNE 2016

Mark scheme instructions to examiners

1. General
The mark scheme for each question shows:
• the marks available for each part of the question
• the total marks available for the question
• the typical answer or answers which are expected
• extra information to help the examiner make his or her judgement and help to delineate
what is acceptable or not worthy of credit or, in discursive answers, to give an overview of
the area in which a mark or marks may be awarded.

The extra information in the ‘Comments’ column is aligned to the appropriate answer in the
left-hand part of the mark scheme and should only be applied to that item in the mark
scheme.
At the beginning of a part of a question a reminder may be given, for example: where
consequential marking needs to be considered in a calculation; or the answer may be on
the diagram or at a different place on the script.
In general the right-hand side of the mark scheme is there to provide those extra details
which confuse the main part of the mark scheme yet may be helpful in ensuring that
marking is straightforward and consistent.

2. Emboldening
2.1 In a list of acceptable answers where more than one mark is available ‘any two
from’ is used, with the number of marks emboldened. Each of the following bullet
points is a potential mark.
2.2 A bold and is used to indicate that both parts of the answer are required to award
the mark.
2.3 Alternative answers acceptable for the same mark are indicated by the use of OR.
Different terms in the mark scheme are shown by a / ; eg allow smooth / free
movement.

3. Marking points
3.1 Marking of lists
This applies to questions requiring a set number of responses, but for which
students have provided extra responses. The general principle to be followed in
such a situation is that ‘right + wrong = wrong’.
Each error / contradiction negates each correct response. So, if the number of
errors / contradictions equals or exceeds the number of marks available for the
question, no marks can be awarded.
However, responses considered to be neutral (often prefaced by ‘Ignore’ in the
‘Comments’ column of the mark scheme) are not penalised.

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3.2 Marking procedure for calculations

Full marks can be given for a correct numerical answer, without any working shown.
However, if the answer is incorrect, mark(s) can usually be gained by correct
substitution / working and this is shown in the ‘Comments’ column or by each stage
of a longer calculation.

3.3 Interpretation of ‘it’

Answers using the word ‘it’ should be given credit only if it is clear that the ‘it’ refers
to the correct subject.

3.4 Errors carried forward, consequential marking and arithmetic errors

Allowances for errors carried forward are most likely to be restricted to calculation
questions and should be shown by the abbreviation ECF or consequential in the
mark scheme.
An arithmetic error should be penalised for one mark only unless otherwise
amplified in the mark scheme. Arithmetic errors may arise from a slip in a
calculation or from an incorrect transfer of a numerical value from data given in a
question.

3.5 Phonetic spelling

The phonetic spelling of correct scientific terminology should be credited unless
there is a possible confusion with another technical term.

3.6 Brackets
(…..) are used to indicate information which is not essential for the mark to be
awarded but is included to help the examiner identify the sense of the answer
required.

3.7 Ignore / Insufficient / Do not allow

Ignore or insufficient is used when the information given is irrelevant to the question
or not enough to gain the marking point. Any further correct amplification could gain
the marking point.
Do not allow means that this is a wrong answer which, even if the correct answer is
given, will still mean that the mark is not awarded.

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 MARK SCHEME – AS LEVEL BIOLOGY – 7401/1 – JUNE 2016

Question Marking Guidance Mark Comments

01.1 Feature Bacterium Human 2 1 mark for each

immunodeficiency correct vertical column
virus (HIV)
particle

RNA  

Cell wall 

Enzyme
 
molecules

Capsid 

01.2 1. (Complementary) nucleotides/bases pair 3 1. & 3. Ignore ‘(DNA

polymerase) forms
OR
base pairs/nucleotide
A to T and C to G; pairs’

2. DNA polymerase; If clearly writing rote

answer about DNA
3. Nucleotides join together (to form new replication 2 max e.g.
strand)/phosphodiester bonds form; helicase or separating
strands

01.3 3 max Contrast requires both

1. DNA double stranded/double helix and parts of the statement
mRNA single-stranded; 2. Accept ‘RNA
2. DNA (very) long and RNA short; shorter’ or ‘DNA
bigger/longer’
3. Thymine/T in DNA and uracil/U in RNA;
4. R Deoxyribonucleic/
4. Deoxyribose in DNA and ribose in RNA; ribonucleic acid
5. DNA has base pairing and mRNA doesn’t/ Ignore ref. to histones
DNA has hydrogen bonding and mRNA Ignore ref. to helix
doesn’t; and straight chain
alone
6. DNA has introns/non-coding sequences
and mRNA doesn’t; 6.Ignore ref to splicing

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Question Marking Guidance Mark Comments

02.1 1 Ignore references to saturated

and unsaturated
1. In phospholipid, one fatty acid 1. Accept Pi/PO43- / P
replaced by a phosphate;
1. Reject P/Phosphorus
Accept annotated diagrams

02.2 1. Add ethanol, then add water; 2 1. Reject ethanal/ethonal

2. White (emulsion shows lipid); Accept ‘Alcohol/named
alcohol’
2. Accept milky – Ignore
‘cloudy’
Sequence must be correct
If heated then DQ point 1
Reject precipitate

02.3 1 Accept hydrocarbon chain/R

Saturated single/no double bonds
group for ‘between carbons’
(between carbons)
for either
OR
Accept Sat = max number of
Unsaturated has (at least one) double H atoms bound
bond (between carbons);
‘It’ refers to saturated

02.4 1. (Fat substitute) is a different/wrong 2 If wrong bond name given

(e.g. peptide/glycosidic), then
shape/not complementary;
penalise once
OR
Bond between glycerol/fatty acid
and propylene glycol different (to
that between glycerol and fatty
acid)/no ester bond;
2. Unable to fit/bind to (active site of)
lipase/no ES complex formed;

02.5 It is hydrophilic/is polar/is too large/is 1 Ignore ‘Is not lipid soluble’
too big;

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Question Marking Guidance Mark Comments

03.1 1. From ADP and phosphate; 2 max 1. Accept Pi/PO43- / P

2. By ATP synthase; 1. Reject P/Phosphorus

1. Reject use of water in the
3. During respiration/photosynthesis; reaction

03.2 1. To provide energy for other 2 Reject ‘produce’ energy

reactions/named process;
2. To add phosphate to other
substances and make them more
reactive/change their shape;

03.3 (Can see) 3D image; 1

03.4 1
Crista/cristae; 1 Ignore matrix

03.5 Value between 20,750 (83mm) and 1

2
21,250 (85mm) two marks;;
Formula given/used but calculation
Magnification = image size
wrong, award 1 mark
Object size
(Large number divided by 4)

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Question Marking Guidance Mark Comments

04.1 Transport through a channel 1

Q
protein

Transport of small, P 1
non-polar molecules

Transport of glucose with S 1

sodium ions

04.2 1. (Y is) an enzyme/has active 2 1. Accept catalyst

site/forms ES complex;
2. That makes cellulose/attaches
substrate to cellulose/joins β
Mark in pairs (1&2 or 3&4)
glucose;
OR
3. Makes cellulose/forms glycosidic
bonds;
4. From β glucose;
1.

04.3 Cell wall forms outside cell-surface 1

membrane/has cellulose on it (on the
outside);

04.4 1
(Tick in box next to) Hydrogen; 1

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Question Marking Guidance Mark Comments

05.1 1. Glucose; 2 Accept answers in either

order
2. Fructose;
Ignore and glucose

05.2 1. Line graph with rate on y axis and 3 Correct answers × 10–3
days/time in days on x axis and 1.17, 1.50, 1.83, 2.50, 3.33,
linear scales; 4.00, 4.00 (accept to 1DP)

2. Correct units of µg min–1/per 2. Reject m-1

minute/minute-1 × 10–3; 2. Reject if put 10-3 on axis
for each point
3. Rates correctly calculated and
plotted, with line connecting 2. ‘/’ means separating units
points/line of best fit and no from what goes before i.e.
accept sucrose hydrolysis
extrapolation;
per min / gx10-3
3. Do not accept a ruled
straight line of best fit
Accept y axis starting at 1

05.3 3 1&2. Accept ‘breakdown’

1. Sucrose hydrolysis linked to some
aspect of growth;
2. Greater the rate of/faster 2. Accept converse of greater
rate of growth, greater rate of
hydrolysis/more SPS activity as
hydrolysis
plant grows/cells divide (up to 8/10
days); 2. Reject ‘sucrose broken
down’
3. Growth/division remains the
same/slows after 8/10 days
(because SPS activity is levelling 3. Accept after 8 days/at 10
off); days growth rate
maximum/growth stops

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Question Marking Guidance Mark Comments

06.1 2 max Note. Points 1 and 2 may be

1. (before reaction) active site not made in one statement and
complementary to/does not fit ‘complementary’ introduced
substrate; at any point.
2. Shape of active site changes as 2. Ignore references to how
substrate binds/as enzyme- shape change is caused
substrate complex forms; Points 1&2 – active site
mentioned once applies for
3. Stressing/distorting/bending bonds
both points
(in substrate leading to reaction);

06.2 1. Tangent to curve drawn; 2 1.Tangent drawn at about 10

minutes
2. Value in range of 8 to 11;
2.1 mark only for correct
answer

06.3 1. (Rate of) increase in concentration 2 1.Reject ref. to amylase

of maltose slows as being used up
substrate/starch is used up
OR
High initial rate as plenty of
starch/substrate/more E-S
complexes;
2. accept ‘little’
2. No increase after 25 minutes/at
2. Ignore references to
end/levels off because no
substrate a limiting factor
substrate/starch left;

06.4 1. Make/use maltose solutions of 3

known/different concentrations
(and carry out quantitative
Benedict’s test on each);
2.Axes must be correct if
2. (Use colorimeter to) measure
axes mentioned,
colour/colorimeter value of each concentration on x-axis and
solution and plot calibration colorimeter reading on y-axis
curve/graph described;
3. Find concentration of sample from
calibration curve;

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Question Marking Guidance Mark Comments

07.1 1. Vaccine/it contains antigen (from 4 max 1. Term ‘antigen’ may be

first mentioned with point 2
HPV);
2. Accept named example,
2. Displayed on antigen-presenting cells; e.g.
3. Specific helper T cell (detects antigen macrophage/phagocyte/B
and) stimulates specific B cell; cells
3. Accept ‘helper T cell
4. B cell divides/goes through with receptor on surface’ for
mitosis/forms clone to give plasma ‘specific’ and B cells with
cells; receptor/antibody on
surface that bind to antigen
5. B cell/plasma cell produces antibody;
for ‘specific’

4 max
07.2 1. Two (doses) because got more 2 max 1. Accept more effective in
antibody; producing antibody
2. With three doses, second dose/dose
at 1 month doesn’t lead to production
of any more antibody (than the two-
dose group)/get same/similar
response;
3. Three doses would be more 3.Accept ‘less painful’
expensive/less popular with
parents/girls (and serves no purpose);

07.3 2 max
t-test, because comparing two means; 1 Mark for correct test and
explanation correct
Accept ‘comparing the
mean’
Reject ‘to show that the
results/means are
significant’

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07.4 2 max 1 and 3 accept triplet/codon

sequences for comparisons
1. Compare (base sequences of) DNA;
Ignore references to
2. Look for mutations/named mutations ‘introns/non-coding DNA’
(that change the base sequence);
3. Compare (base sequences of)
(m)RNA;

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Question Marking Guidance Mark Comments

08.1 C 1 Auto mark

08.2 1. No separation of 2 max 1. Accept anaphase

chromatids/chromosomes/centromeres; prevented

2. Chromatids/chromosomes all go to one 1. Accept nondisjunction

pole/end/sides of cell/not pulled to 1.Reject homologous pairs
opposite poles; 3. Accept DNA for
3. Doubles chromosome number in chromosomes
cell/one daughter cell gets no 3. Accept ploidy
chromosomes or chromatids; 3. Ignore references to
‘genetic information’
Ignore simple descriptions
of what normally happens
in mitosis

08.3 1. (No, because) at 100 there are still 4 max 1. Accept idea that all
some (7%) cancer cells division stops only at 1000
dividing/undergoing mitosis; 2. Must refer to cancer
2. So, cancer not destroyed/may continue spreading not cells dividing
to grow/spread/form tumours;
3. Best concentration may be between
100 and 1000/need trials between 100
and 1000;
4. This research in culture, don’t know
4. Reject ‘not tested on
effect of KI on people; humans’
5. (Yes, because) above 100 produces 4.Reject ‘done in animals’
little increase in % of cells not
5. Must clearly link lack of
dividing/undergoing mitosis/at 100,
monopolar mitotic spindles
most (93%) cancer cells unable to with cell division
divide/dead;
6. Above 100 may be harmful (to body);
6. Accept ‘above
7. Higher concentrations more expensive; 100/high
concentrations
8. (above 100) will have more effect on produce harmful side
(rapidly dividing) cancer cells; effects/named effects’

8.Must relate to 100

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08.4 1. 10 cm3 of 10 000 nmol dm–3/ (original) 2 If ratio correct but make
solution; wrong volume e.g. 1 litre,
award 1 mark
2. 90 cm3 of water;

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Question Marking Guidance Mark Comments

09.1 1. Different parts/areas/amino acid 2 1.Accept APP

sequences (of amyloid-precursor) 2.Point 2 subsumes point 1
protein; and is worth 2 marks total.
2. Each enzyme is specific /fits/binds/
complementary to a different part of the
APP;

09.2 1. Peptide bond broken; 2 Hydrolysis in stem

2. Using water;

09.3 1. Mutations prevent production of 3

enzyme(s)/functional enzyme;
2. (Increase in β-secretase) leads to 2.‘This’ must refer to α-
faster/more β-amyloid production OR secretase
(Decrease in α-secretase) leads to
more substrate for β-secretase;
3. (Leads to) more/greater plaque
formation;

09.4 1. (Inhibitor) binds to/blocks active site of 2

β-secretase/enzyme;
2. Stops/reduces production of β-
amyloid/plaque;

1. Some β-amyloid required/needed (to 2

09.5 1 max 1.Accept ‘Both enzymes
prevent side effects) needed’
OR
(Some) β-secretase needed;

2. Leads to build-up of amyloid-precursor

protein (that causes harm) 2. Accept build-up of
OR substrate (leads to harm)
Too much product of α-secretase
(causes harm);

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 REPORT ON THE EXAMINATION – AS LEVEL BIOLOGY – 7401/1 – June 2016

General comments

The paper produced a range of marks from 0 to 66 and correct responses were seen in all parts of
all questions. Examiners commented that many students appeared not to have prepared
thoroughly for the examination. This was most evident in questions testing factual recall. Students
also tended to score poorly in questions relating to new specification content and the new
mathematical requirements. Performance on questions relating to practical skills was very varied
but generally poorer than on similar questions in ISAs and EMPAs from the legacy specification.

Many examiners commented on the poor handwriting of large numbers of students. There were
also many students who appeared to have used a colour of ink that produced very faint script on
the online marking system. Examiners can only mark what they can read. If a student has
handwriting that is perceived to be a bit difficult to read on paper, it will be harder to read in a
scanned, online form.

There were a number of questions where many students failed to obey the command word, or to
use information or data provided in questions, even when told to do so. It appeared that they
frequently failed to read the stems of questions carefully enough, even when words were
emboldened. A number of questions involved (simple) logical steps that could only follow from
appreciation of the content of the stems of questions.

Question 1

The factual recall question, 1.1, proved far more challenging than intended. Only 5% of students
obtained both marks and 54% failed to score. There was no particular pattern to the wrong
answers.

Question 1.2 discriminated very well, with 15% obtaining three marks and 21% scoring zero.
There were good, concise answers that scored three marks for including complementary base
pairing and the role of DNA polymerase in joining nucleotides together to form the new DNA
strand; often in two or three lines.

Many students failed to read the question carefully and did not answer the question as set. They
wrote at length about DNA replication, starting with DNA helicase. These answers were awarded a
maximum of two marks, because the question specifically asked how the complementary strand of
HIV DNA is made. Many students appeared to believe that DNA actively pulls free nucleotides into
place and makes them base pair; some even wrote about condensation reactions. There were
students who confused transcription with replication and gave accounts of mRNA production.

Some students appeared to focus on ‘HIV’ and ‘replication’ and gave an extended account of how
HIV infects cells, uses reverse transcriptase to make DNA, incorporates its DNA into host DNA,
takes over the cell, is replicated by the host cell, infects new cells and leads to AIDS. They often
went onto an additional page, or wrote their answer under 1.3 on the next page, in breach of
instructions given on the front of the exam paper. Many of these students may have found
themselves short of time for later questions.

In 1.3, it was pleasing to find that many students did obey the command word to ‘contrast’ and
gave full statements about the differences between DNA and RNA. Many students knew enough
about the structures of DNA and mRNA to give correct contrasting features and 47% obtained all
three marks.

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Question 2

About two thirds obtained the mark in 2.1 for a correct description of the difference between a
triglyceride and a phospholipid. Those who failed to score either did not know about the structure
of these molecules or just described the structure of a phospholipid (or triglyceride).

In 2.1, about 40% of students could fully describe how to test for a lipid and obtained both marks. A
minority described tests for other biological molecules. Many made errors in their descriptions of
the emulsion test or of a positive result. These errors included: adding water before ethanol,
heating the mixture, the presence of a precipitate and failing to note that the colour of the emulsion
would be white.

Most students scored the mark in 2.3. Those who didn’t got saturated and unsaturated the wrong
way round in terms of carbon-carbon double bonds.

In 2.4, 28% obtained both marks for stating that the fat substitute would not bind to the active site
of lipase because it has a different shape to a triglyceride. A similar percentage obtained one mark.
Those who failed to score often ignored the question’s reference to lipase and wrote about bile
salts, micelles and methods of absorption.

Question 3

The specification (section 3.1.6) requires students to know that ATP is resynthesised by a
condensation reaction involving ADP and phosphate, catalysed by ATP synthase. The examiners
did not require reference to ‘a condensation reaction’ but only 26% of students obtained both
marks in 3.1. About 40% obtained one mark for reference to ADP and phosphate. Some failed to
score that mark because they wrote about phosphorus. Many wasted time writing about hydrolysis
of ATP but often went on to describe the reaction between ADP and phosphate.

The same section of the specification (3.1.6) requires students to know that the hydrolysis of ATP
can be coupled to energy-requiring reactions, or the phoshorylation of other compounds (often
making them more reactive). In 3.2, 35% of students obtained one mark for reference to ATP
providing energy for a reaction (usually named). Only 3% did this and then made reference to
phosphorylation to obtain the second mark.

In 3.3, about 40% obtained the mark by noting that the image was 3-D. Many simply wrote that the
evidence was the black and white nature of the image.

About 56% of students obtained both marks for the calculation in 3.5. Some (about 30%) had the
right idea in terms of what to divide by what but couldn’t handle the units and obtained one mark.

Question 4

It was pleasing to see that 73% of students obtained all three marks in 7.1. It was also pleasing to
see 80% correctly identify hydrogen bonds in 4.4.

In both 4.2 and 4.3, students usually appeared to ignore the diagram in Figure 3 and the
information given, despite being instructed to use both in their answers. Students were told that
Figure 3 shows how a plant cell produces its cell wall. In the stem of 4.2, they were told that one
function of protein Y is to transport cellulose molecules across the bilayer. The figure shows
substrate molecules approaching the end of the cellulose molecules. Only 12% of students put all
this together and wrote that Y was an enzyme (one mark) that makes cellulose (one mark), or that

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Y makes cellulose (one mark) from β glucose (one mark). Some identified Y as an enzyme for one
mark but then had it breaking down cellulose into substrate. Most students (68%) wrote about Y
transporting various ions or other substances not mentioned in the information or figure, or about
membrane stability. In 4.3, many students did not seem to appreciate that evidence is something to
be seen.

Question 5

It was pleasing to see that most students (86%) could name the products of the hydrolysis of
sucrose in 5.1.

In 5.2, it was heartening to see how many students could correctly calculate the rates and express
them in standard form. Graphing the data proved much more challenging. Only 6% of students
obtained all three marks. About 2% did not attempt to draw a graph. About 29% failed to score
after attempting the graph for reasons including: axes the wrong way round, non-linear scales and
failure to identify the axes. About 27% obtained 1 mark for putting rate on the y axis and time on
the x axis and using linear scales. About 37% obtained two marks for also correctly plotting correct
numerical rates and joining the points (with a line of best fit or point-to-point). Only about 6% could
correctly label the y axis, with rate as µg minute–1 times 10–3. A very large number of students
appeared to think that rate = minute–1 (or ‘per minute). A rate is something per unit time, in this
case µg. The rate is proportional to one over time.

In 5.3, students were asked what they could conclude about growth of plant cells from these data.
They could answer using either the raw data in the table, or their graph. Many simply described the
data and failed to score (38%). A similar number obtained one mark, either for noting that the rate
of hydrolysis of sucrose increased as growth occurred, or that growth levelled off after 8/10 days.
About 18% obtained two marks for mentioning both of these points. Only about 2% also linked
hydrolysis of sucrose to growth in some way and obtained a third mark.

Question 6

In 6.1, 29% obtained both marks. The idea of induced fit was generally known but often poorly
expressed. Some students wrote about the substrate having the same shape as the active site,
rather than a complementary shape. A minority had the active site on the substrate.

The rate at 10 minutes in 6.2 was correctly calculated by 22% of students. These students drew a
tangent to the curve at 10 minutes and used it to calculate rate. 19% of students obtained one
mark after drawing an incorrect tangent, or making a mistake in their calculation from a correct
tangent. The remainder simply divided the y axis number by the x axis number at 10 days and
failed to score.

In 6.3, many students simply described the curve, rather than explaining. Some attempting an
explanation incorrectly wrote about the enzyme being used up, or all its active sites being
occupied. 13% obtained both marks for writing about a rapid rate at the start because there is lots
of starch and the rate levelling off/falling to zero after 25/30 minutes as all the starch is used up.
Some 43% obtained one mark for making one or other of these points.

Question 6.4 was based around skills that students were expected to have developed in required
practical 3; that is to say the production and use of a calibration curve. The purpose of the required
practicals is, generally, to allow students to practise and develop skills that can then be applied in
many different settings. 21% of students obtained one mark, either for noting that the scientist
would need solutions of maltose of known concentrations, or that a calibration curve would have
concentration on the x axis and colorimeter reading on the y axis. About 12% obtained both of

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 REPORT ON THE EXAMINATION – AS LEVEL BIOLOGY – 7401/1 – June 2016

these marks. Only 5% then went on to (briefly) describe how the calibration curve would be used to
determine the concentrations in the experiment.

Question 7

7.1 was a very good discriminator. 19% obtained all four marks, 14% failed to score and equal
percentages obtained one, two or three marks. Many students had the idea that a vaccine contains
antigen and knowledge of antigen-presenting cells was common. There were also many correct
statements about plasma/B cells releasing antibodies. Fewer students had the idea of a B cell
dividing to form plasma cells. Not many students were able to express clearly the idea of a specific
helper T cell or B cell detecting, or responding to, a specific antigen. Quite a few students got
confused between the roles of T cells and B cells. Some students wrote at length about memory
cells and secondary responses, neither of which was required to answer the question. As in some
other questions, this inclusion of irrelevant material often generated additional pages and wasted
time that could have been spent on other questions.

Most students obtained one mark in 7.2 for suggesting greater antibody production with two
vaccinations. Almost none went on to make any other suggestion.

In the mathematical requirements section of the specification (pages 62-66), selection and use of a
statistical test is not emboldened and so is required content for both AS level and full A-level. This
is different from the legacy specification and answers to 7.3 indicated that most students had not
learnt this. Only 6% of students could name the t-test and give the reason as testing the difference
between means. Further guidance about teaching statistics is provided in the support materials on
the AQA website.

Rather like 3.2 (two uses of ATP), the examiners were expecting statements from the specification
in answers to 7.4. In ‘Investigating diversity’ (section 3.4.7), genetic diversity is compared (amongst
other ways) by looking at base sequences of DNA and base sequences of mRNA. Very few
students (3%) came up with both of these but some (27%) managed to express one of them.

Question 8

Most students managed to score marks on 8.2. Most (about 45%) noted that the chromatids would
not separate and obtained one mark. Many (39%) went on to deduce that this would mean all of
the chromatids/chromosomes would go to one pole of the dividing cell and obtained both marks.
Some students got confused between sister chromatids and homologous chromosomes.

8.3 was about the same context as 8.2, where the kinesin inhibitor was linked to prevention of
successful mitosis. It was hoped that students would appreciate that slowing or stopping mitosis
would be a good thing when treating cancer (section 3.2.2). Most students made no reference to
slowing or stopping mitosis when considering the results in 8.3. As a result, few went on to discuss
the prevention of spread of cancer with KI at 100 nmol dm–3. Some even suggested that a low KI
dose would be better because it would allow more cell division. Many students described the
results at length. Students can usually be relied upon to comment on the method used in an
experiment, but here almost none of them noted that the doses of the drug were being tested on
cells grown in culture, not on people.

8.4 tested a basic experimental skill. Broadly, 41% could describe how to make the required
volume of the required solution and 49% could not. A minority had the correct proportions of
solutions but the wrong volumes.

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 REPORT ON THE EXAMINATION – AS LEVEL BIOLOGY – 7401/1 – June 2016

Question 9

The questions here related to the passage and students who used information and ideas from the
passage tended to do well. Many students appeared to attempt the questions without considering
the contents of the passage. Students should be aware that great care is taken to reduce the
length of the passage as far as possible, retaining only content that is useful and necessary.

In 9.1, the passage stated that amyloid-precursor protein is large, has a complex shape and is the
substrate of two different enzymes. About 14% of students correctly suggested that each enzyme
would have an active site that binds (specifically) to a different site on the amyloid-precursor
protein. (This would be rather similar to endo and exopeptidases acting on a protein – see
specification section 3.3.3.) Many students wrote about induced fit allowing an enzyme to adapt its
active site to fit a/any substrate, so both enzymes would bind to the same place on the substrate.
Others had active sites on the substrate that could adapt to the enzymes.

Question 9.2 produced more discrimination than expected. About 27% obtained both marks, for
noting that a peptide bond is broken and water is used in the process. About 43% obtained one
mark for one or other of these points, usually the use of water. The others either didn’t know, or
suggested water was given off in the reaction.

In 9.3, few students could string together all three points on the mark scheme. Many appeared to
be unable to use information from the passage to come up with any sensible suggestion of how the
mutations could lead to Alzheimer’s disease, such as a faster/greater production of plaque.

In 9.4, about 46% obtained one mark for describing what a competitive inhibitor is and how it acts
by binding to the enzyme’s active site. About 30% were then able to go on and apply this
knowledge to the context in the passage and suggest that the inhibitor would reduce or stop β-
amyloid or plaque formation. Some students attempted to hedge their bets by saying that the
inhibitor changes the enzyme’s active site but not saying how. This approach was not given credit.
Some students thought that active sites are on substrates and failed to obtain the first mark point.
Students who could not remember what competitive inhibition of an enzyme entails were unable to
access 9.4. 23% of students failed to score on 9.4.

9.5 could only be answered using information from the passage. About 20% of students obtained
this mark by noting that the brain normally has the enzymes, and produces the proteins, mentioned
in the passage and they must, therefore, have some necessary function (that the drugs blocked).

Mark Ranges and Award of Grades

Grade boundaries and cumulative percentage grades are available on the Results Statistics
page of the AQA website.

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