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The report highlights strengths on established topics, difficulties on newly assessed specification content such as sympatric speciation, and the impact of mark schemes when students’ knowledge is required. It reviews frequent issues with interpreting graph data, scientific terminology, and practical skills communication, including reduced credit from imprecise explanations in multiple questions.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-level-biology-74022-june-2017-examiner-report-version-10/207413/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Eden","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"How did candidates perform overall on this paper?","Question",{"text":106,"@type":107},"Overall performance showed a good spread of marks and most students attempted all questions, though some did not complete all parts of question 10. There were no widespread misinterpretations, but performance varied by topic.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"Which topic areas caused particular difficulty?",{"text":111,"@type":107},"Topics new to the specification generally produced lower results than well-established ones, notably question 09.2 on sympatric speciation. 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All rights reserved.  \nAQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.  \nGeneral Comments  \nOverall this paper produced a good spread of marks. Apart from question 08.3, there was no evidence of any general misinterpretation of questions. However, in questions 05.4 and 06.4 a significant minority of students did misread results presented on graphs. The vast majority of students attempted all of the questions, although a number of students did not complete all parts of question 10. There were some very impressive answers, with students displaying an excellent understanding of the assessed content on the paper.  \nThe responses of students on questions assessing well-established topics were generally far superior to those on topics new to this specification. This was particularly evident in question 09.2 on sympatric speciation, a new topic area. Perhaps this is not surprising as the first series of examination papers for a new specification often cause difficulties for students. In some questions, a relatively demanding mark scheme and assessment of new subject content did contribute to students gaining fewer marks than expected.  \nInterestingly, on some of the questions allocated four or more marks, students often obtained a lower percentage of the maximum marks where knowledge and understanding was required compared with questions requiring analysis and evaluation. Overall the performance on mathematically based questions was better than expected. However, there was a wide range of performance on questions related to the assessment of practical skills. Poor use of scientific terminology and limited powers of expression often prevented weaker students gaining full credit. This was particularly evident in questions 1, 9 and 10.  \nQuestion 1  \n01.1 Considering that this question required mainly straightforward recall, it was disappointing to note that over 25% of students did not obtain a mark and that only 10% obtained full marks. One of the main reasons for this was the use of poor terminology, particularly when describing nerve impulses as ‘messages’ or ‘signals’. Most responses did refer to chemoreceptors but there was some confusion concerning their role. A minority of students mentioned baroreceptors, often in addition to chemoreceptors. The role of the sympathetic nervous system in increasing the heart rate was the most frequently credited mark point. However, the increase in frequency of impulses from the medulla was only described in the best answers. Interestingly, this question proved to be one of the best discriminators on the paper.  \n01.2 This question also proved challenging with over a third of students scoring zero.  \nNevertheless, most students gained credit for describing the action of AMPK in inhibiting the conversion of acetyl-CoA to malonyl-CoA. However, the idea that this would lead to more fatty acids being transported into mitochondria was often misunderstood with many students incorrectly suggesting that transport of fatty acids would be reduced. A common misconception was that glucose would be used as an alternative respiratory substrate to fatty acids. Better answers did refer to increased ATP production from the use of either fatty acids or acetyl-CoA as respiratory substrates.  \nQuestion 2  \n02.1 The idea of reducing the success of reproduction of the mosquito was well understood by the vast majority of students. Any reference to competition was","cbCaiudbQXeRrZDw","https://ap.wps.com/l/cbCaiudbQXeRrZDw","pdf",93336,11,"English","# General Comments\n## Question 1\n## Question 2\n## Question 3","[{\"question\":\"How did candidates perform overall on this paper?\",\"answer\":\"Overall performance showed a good spread of marks and most students attempted all questions, though some did not complete all parts of question 10. There were no widespread misinterpretations, but performance varied by topic.\"},{\"question\":\"Which topic areas caused particular difficulty?\",\"answer\":\"Topics new to the specification generally produced lower results than well-established ones, notably question 09.2 on sympatric speciation. Some questions with demanding mark schemes and new subject content contributed to fewer marks than expected.\"},{\"question\":\"What were common errors noted by the examiners?\",\"answer\":\"Students often misread results presented on graphs (notably in questions 05.4 and 06.4) and frequently used poor scientific terminology, with limited expression preventing weaker students from gaining full credit, especially in questions 1, 9, and 10.\"}]","A-Level Biology 7402/2 June 2017 Examiner Report - Version 1.0 | PDF",28]