[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-207417-105":59,"doc-detail-207417-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","gcse-biology-unit-1-higher-tier-mark-scheme-assessment","GCSE Biology Unit 1 Higher Tier - Mark Scheme Assessment","","GCSE Biology Unit 1 (Higher Tier) mark scheme providing detailed guidance for accurate, consistent and fair marking of assessment questions. It explains how mark scheme annotations should be interpreted, including symbols for alternative answers, separate marking points and non-essential bracketed context. The scheme also sets marking principles for calculations using full credit and error carried forward (ECF), and specifies approaches for QWC questions, followed by question-by-question indicative content and available marks.",{"@graph":69,"@context":123},[70,84,106],{"@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/gcse-biology-unit-1-higher-tier-mark-scheme-assessment/207417/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gcse-biology-unit-1-higher-tier-mark-scheme-assessment/207417.png","ImageObject",300,407,{"name":92,"@type":93},"Evangeline","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-05",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of the mark scheme for GCSE Biology Unit 1 Higher Tier?","Question",{"text":113,"@type":114},"It ensures questions are marked accurately, consistently and fairly. It is not designed to cover every possible student response, so teachers can use professional judgement for unanticipated answers.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How should annotation symbols in the mark scheme be interpreted?",{"text":118,"@type":114},"A solidus (/) indicates alternative answers for the same question or marking point. A semi-colon (;) separates marking points, while bracketed answer parts usually provide context or completeness rather than being essential for credit.",{"name":120,"@type":111,"acceptedAnswer":121},"How are calculation marks awarded, including errors in earlier steps?",{"text":122,"@type":114},"Full marks are normally awarded for the correct answer regardless of whether working is shown. The error carried forward (ECF) principle usually applies, allowing later marks if subsequent stages are carried out correctly despite an earlier mistake.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},207417,1788599515,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":144},13056703019662,"https://ap-avatar.wpscdn.com/avatar/be000253a8e92610077?_k=1778726343310543188","General Certificate of Secondary Education  \nBiology  \nUnit 1  \nHigher Tier  \n[GBL12]  \nAssessment  \nMARK SCHEME  \nGeneral Marking Instructions  \nThe main purpose of the mark scheme is to ensure that each question is marked accurately, consistently and fairly.  \nMark schemes are not intended to be totally prescriptive. No mark scheme can cover all the responses which students may produce. In the event of unanticipated answers, teachers and lecturers are expected to use their professional judgement to assess the validity of answers.  \nMark Scheme Annotation  \n• The use of a solidus (/) denotes alternative answers which can be awarded within the same question (or marking point in a question worth more than one mark) .  \n• The use of a semi-colon (;) denotes separate marking points. These are particularly relevant when separating the different marking points in a question worth more than one mark.  \n• Part of an answer within brackets indicates that this part is not essential to gain credit – the bracketed section is usually to set context or for the purpose of completeness.  \n• Some answers are shown as ‘Any two from’(or any number between two and six) . This means that any two (or other specified number) answers from the bullet-pointed list can be credited in this question or question part.  \nMarking Calculations  \nFull marks are normally awarded for the correct answer – irrespective of whether working out has been shown (even when asked to show working out. ) The principle of ‘error carried forward’(ECF) usually applies in that if a student makes a mistake in the first part of a three-mark, three-stage calculation then the final two marks can be awarded if the second and third stage processes are carried out correctly. The same principle applies to a mistake at any stage in a calculation.  \nMarking QWC question  \nSee guidance in the mark scheme at the QWC question and also the section in the subject-specific guidance.  \n1 (a) (i) Nitrogen;  \n(ii) Different diet/different foods eaten;  \n(b) Chicken;  \ncontains most nitrogen/rice needs most nitrogen;  \n(c) Needed to make amino acids/proteins;  \n2 (a) 2;  \n(b) Small fish;  \n(c) (i) 1600 – 75;= 1525;  \n(ii) Any two from:  \nexcretion, movement, heat/respiration, inedible parts;  \n(d) (i) (15 000 ÷ 90 000) × 100;  \n= 16.66;  \n16.7;  \n(ii) Not enough energy remaining to support a 5th trophic level;  \n3 (a) Meristems/apices;  \n(b) (i) Any two from:  \nBone marrow/umbilical cord/embryo;  \n(ii) Similarity:  \ncells divide/mitosis/differentiate;  \nDifference:  \nplant stem cells can redifferentiate;  \nhuman stem cells cannot redifferentiate;  \n4 (a) It is a root cell/plane of section;  \n(b) 60 mm = 60 000 micrometres;  \n60 000 ÷ 15;×4000;  \n(c) Ability to see fine detail;  \n[1]  \n[1]  \n[2]  \n[1]  \n[1]  \n[1]  \n[2]  \n[2]  \n[3]  \n[1]  \n[1]  \n[2]  \n[2]  \n[1]  \n[3]  \n[1]  \n\n| AVAILABLE MARKS |\n| --- |\n| 5\u003Cbr>10\u003Cbr>5\u003Cbr>5 |\n\n13017.01 3  \n5 (a) Arrow pointing left to right/;  \n(b) Transmitter; synapse; diffuses; concentration; electrical;  \n6 (a) (i) Line drawn between X and Y pushed up;  \n(ii) Decreased volume; increased pressure;  \n(iii) Intercostal muscles relax; ribs move down and in; the model does not move;  \n(b) (i) A – trachea/ring of cartilage; B – bronchus;  \n(ii) Pleural;  \nreduce friction during breathing;  \n(iii) Smaller lung/reduced SA/fewer alveoli;  \n(iv) Any two from:  \ndifficulty breathing/less air enters lung/shortness of breath; less oxygen diffuses into blood/less gas exchange;  \n7 (a) (i) Cytoplasm;  \n(ii) Respiration;  \n(b) (i) A has more of each mineral than B; (Accept converse) both plants have most nitrates/least magnesium;  \n(ii) More mitochondria in plant A;  \n29 v 11;  \nmore respiration/energy (in A);  \nfor active transport;  \nMg 14 v 5 or Ca 15 v 6 or nitrate 24 v 9;  \n(iii) Calcium – make cell walls;  \nmagnesium – make chlorophyll;  \n[1]  \n[5]  \n[1]  \n[2]  \n[3]  \n[2]  \n[2]  \n[1]  \n[2]  \n[1]  \n[1]  \n[2]  \n[4]  \n[2]  \n\n| AVAILABLE MARKS |\n| --- |\n| 6\u003Cbr>13\u003Cbr>10 |\n\n130","cbCaiu9pxH5C8q6w","https://ap.wps.com/l/cbCaiu9pxH5C8q6w","pdf",199331,"English","# General Marking Instructions\n## Mark Scheme Annotation\n## Marking Calculations\n## Marking QWC question\n# Unit Questions and Indicative Responses","[{\"question\":\"What is the purpose of the mark scheme for GCSE Biology Unit 1 Higher Tier?\",\"answer\":\"It ensures questions are marked accurately, consistently and fairly. It is not designed to cover every possible student response, so teachers can use professional judgement for unanticipated answers.\"},{\"question\":\"How should annotation symbols in the mark scheme be interpreted?\",\"answer\":\"A solidus (/) indicates alternative answers for the same question or marking point. A semi-colon (;) separates marking points, while bracketed answer parts usually provide context or completeness rather than being essential for credit.\"},{\"question\":\"How are calculation marks awarded, including errors in earlier steps?\",\"answer\":\"Full marks are normally awarded for the correct answer regardless of whether working is shown. The error carried forward (ECF) principle usually applies, allowing later marks if subsequent stages are carried out correctly despite an earlier mistake.\"}]","GCSE Biology Unit 1 Higher Tier - Mark Scheme Assessment | PDF",15]