8 D

Mark Scheme – Steps

Quick Quiz
Answers
Topic Q1 Q2 Q3 Q4
8Da D A A B
8Db C C D B
8Dc A D D C
8Dd B A B A
8De C D A D

End of Unit Test Mark Scheme Standard (S)

Question Part Step Answer Mark scheme
1 2nd Three of: move, reproduce, sense things, grow, 3 marks – 1 mark for each
2nd excrete, respire, get nutrition
2nd
2 3rd C kingdom 1 mark

3 a 2nd B swimming 1 mark

b 3rd Name of one food made using bacteria, 1 mark
e.g. yoghurt, cheese, vinegar.
c 2nd Two of: warmth, moisture, food/glucose 2 marks – 1 mark for each
2nd correct, up to a maximum
of 2
4 4th Two of: protoctists, prokaryotes, fungi 2 marks – 1 mark for each
4th (Accept: phonetic misspellings, such as: correct, up to a maximum
prowtocktists, procarioats) of 2
(Do not accept: bacteria, yeast)
5 a 4th One of: 1 mark
● There are two types of bacteria on the
scalp.
● There are many more Parabacteroides than
Staphylococcus on the scalp.
● Over three-quarters of the bacteria on the
scalp are Parabacteroides.
b 5th B 25% 1 mark
c 4th in the gut (or any named part of it, 1 mark
e.g. intestines)/mouth/nose/lungs
d 4th it breaks down/feeds on dead organisms 1 mark
6 a 4th B the mass of sugar 1 mark

b 5th B because it rose by 50 – 20 = 30 cm3 whereas 1 mark

A only rose by 55 – 30 = 25 cm3.
Working is not needed but correct reasoning is
in order to gain the mark.
c 5th D The yeast produces carbon dioxide gas. 1 mark

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 8 D
Mark Scheme – Steps

Question Part Step Answer Mark scheme

7 a 4th Chlamydomonas underlined 1 mark
b 6th Two of these points: 2 marks – 1 mark for each
6th ● Energy is lost by organisms through waste point up to a maximum
and/or through respiration for moving, etc. of 2
● There is less energy available for the next
level of the food chain.
● The less energy available, the fewer
organisms it can support.
8 7th Two of these points: 2 marks – 1 mark for each
7th ● There are bacteria in the milk. point up to a maximum
● The bacteria are respiring anaerobically. of 2
● The bacteria produce lactic acid.
(Do not accept: they produce acid, they must
specify the name of the acid.)
9 5th Name of one organic compound apart from 1 mark
glucose, e.g. protein, starch, fat, lipid, oil.
(Accept: carbohydrate)
(Do not accept: carbon dioxide)
10 a 5th A made of only one cell 1 mark
b 6th Three names of cell parts from: 6 marks – 1 mark for each
6th ● chloroplast name correctly linked with
6th ● nucleus a letter to a maximum of
3 marks; 1 mark for each
6th ● cell surface membrane
function to a maximum of
6th ● cell wall 3 marks
6th ● mitochondrion
(Do not accept: parts that are not shown in the
drawing and correctly matched with the label
(P, Q, R) drawn on the diagram by the student.
Be especially critical of label line placement for
the cell surface membrane, which should touch
the inner line of the two drawn around the
outside of the cell)
(Do not accept: misspellings)
Three functions of the parts given:
● chloroplast – makes food/glucose by
photosynthesis
● nucleus – controls the cell
● cell surface membrane – controls what
enters and leaves the cell
● cell wall – supports and protects the cell
● mitochondrion – where aerobic respiration
occurs
(Do not accept: functions not correctly linked
with the named cell part)

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 8 D
Mark Scheme – Steps

Final Step Calculation

Marks Step
1–4 Below 2nd
5–8 2nd
9–12 3rd
13–17 4th
18–21 5th
22–25 6th
26–30 7th

End of Unit Test Mark Scheme Higher (H)

Question Part Step Answer Mark scheme
1 6th Two of these points: 2 marks – 1 mark for each
6th ● Energy is lost by organisms through waste point up to a maximum
and/or through respiration for moving, etc. of 2
● There is less energy available for the next
level of the food chain.
● The less energy available, the fewer
organisms it can support.
2 7th Two of these points: 2 marks – 1 mark for each
7th ● There are bacteria in the milk. point up to a maximum
● The bacteria are respiring anaerobically. of 2
● The bacteria produce lactic acid.
(Do not accept: they produce acid, they must
specify the name of the acid.)
3 5th D protein 1 mark
4 a 5th D The yeast produces carbon dioxide gas. 1 mark

b 6th Diagram showing a cell budding must be 2 marks – 1 mark for

6th correctly drawn. (Refer to page 52 of the diagram, 1 mark for
Student Book.) explanation
Explanation of what is happening includes the
term ‘budding’ or ‘bud’.
5 a 4th A breaks down dead organisms 1 mark
b 8th ● They remove dead organisms and animal 2 marks – 1 mark for each
8th waste. point
● They recycle nutrients/carbon, making them
available for other organisms.
c 6th One of: 1 mark
● Yeast have mitochondria, bacteria do not.
● Yeast cells have a nucleus, bacteria have a
circular chromosome.
● Their cell walls are made of different
materials.

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 8 D
Mark Scheme – Steps

Question Part Step Answer Mark scheme

6 6th Three names of cell parts from: 6 marks – 1 mark for each
6th ● chloroplast name correctly linked with
6th ● nucleus a letter to a maximum of
3 marks; 1 mark for each
6th ● cell surface membrane
function to a maximum of
6th ● cell wall 3 marks
6th ● mitochondrion
(Do not accept: parts that are not shown in the
drawing and correctly matched with the label
(P, Q, R) drawn on the diagram by the student.
Be especially critical of label line placement for
the cell surface membrane, which should touch
the inner line of the two drawn around the
outside of the cell)
(Do not accept: misspellings)
Three functions of the parts given:
● chloroplast – makes food/glucose by
photosynthesis
● nucleus – controls the cell
● cell surface membrane – controls what
enters and leaves the cell
● cell wall – supports and protects the cell
● mitochondrion – where aerobic respiration
occurs
(Do not accept: functions not correctly linked
with the named cell part)
7 a 6th B days 4–7 1 mark

b 7th ● The rate of death is equal to the rate of 2 marks – 1 mark for each
7th reproduction. point
● A resource has become a limiting factor.
c 7th One of: 1 mark
● There is so little of a resource that many
cells are dying due to a lack of it.
● There is so much ethanol/of a waste
product in the culture that it is poisoning the
cells and killing them. (Note that this idea
has not been formally introduced in the
materials in the unit.)
8 8th ● Moulds feed by releasing enzymes into their 2 marks – 1 mark for each
8th food source and absorbing the digested point
molecules.
● If there is no moisture, the enzymes cannot
diffuse very far and/or digested molecules
cannot diffuse back into the fungus.
9 8th The yeast cells increase the supply of carbon 1 mark
by increasing the amount of carbon dioxide in
the air/water, due to their respiration.

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 8 D
Mark Scheme – Steps

Final Step Calculation

Marks Step
1–2 Below 4th
3–5 4th
6–9 5th
10–14 6th
15–18 7th
19–25 8th

Quick Check answers

Topic Step Answers
8Da 3rd– Possible questions for the answers provided are:
6th 1 What phrase can you use to remember the seven life processes?
2 What is the word for a living thing?
3 What is another word for a unicellular organism?
4 What are the three kingdoms of unicellular organisms?
5 What do you need to do to see unicellular organisms?
6 Name a multicellular fungus.
7 What is the name of a unicellular organism that is a one-celled fungus?
8 State one thing you would find in the cells of all organisms apart from those
belonging to the prokaryote kingdom.
9 What is the singular of ‘bacteria’?
10 Why do scientists not classify viruses as living things?
8Db 5th– 1 foods/drinks made using yeast
8th 2 resources needed for yeast/microorganisms to grow well
3 a aerobic respiration
b anaerobic respiration/fermentation in yeast
4 a b
5 labels should include the terms: parent cell, bud, budding
6 Labels should include an indication of what is happening in two or more parts of the
growth curve. Some students who have done Worksheet 8Db-9 may name the
different phases, but this is not expected.
● Flatter line at the beginning: lag phase, which is when the organisms are
adjusting to their surroundings and not reproducing very much.
● Steep line in middle: log phase, occurs when conditions for reproduction are
good and so the size of the population increases rapidly.
● Line flattening out at the top: stationary phase, occurs when resources
necessary for the organisms are in short supply (e.g. food, oxygen).
Death rate = reproduction rate and so the population stays the same size.
● Descending line at end: death phase, in which some of the resources needed
to support the whole population start to run out or something in the
surroundings starts killing the organisms. Death rate is higher than the
reproduction rate and so the population decreases.

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 8 D
Mark Scheme – Steps

Topic Step Answers

8Db Student’s dialogue should make good use of modal verbs.
L&C
8Dc 5th– 1 Students notes could include details of anaerobic respiration in the cytoplasm, the
6th cell parts and their functions, and how enzymes in the cytoplasm work better at
higher temperatures.
2 Drawing should show one bacterium splitting into two equally, and then each of
6th– those bacteria growing. If students have included the circular chromosome, make
7th sure that it is a similar size in all the cells.

8Dc 5th 1 When you want to show the contribution made by different things to a whole.
WS 6th– 2 Students should include the following steps:
7th Step 1: Find the total number of bacteria. For Sample 1 this is 50 + 1000 +
650 + 300 = 2000
Step 2: Work out the angle for 1 item. Take number of degrees in a circle (360) and
divide it by the total number of bacteria.
360
= 0.18°
2000
Step 3: Work out the angle for each type of bacterium. (This could be set out as on
page 59 of the Student Book, with curly arrows used to show the working.)
E: 50 × 0.18 = 9°
C: 1000 × 0.18 = 180°
M: 650 × 0.18 = 117°
S: 300 × 0.18 = 54°
3 The angles for Sample 2 are:
6th E: 500 × 0.12 = 60°
C: 250 × 0.12 = 30°
M: 1500 × 0.12 = 180°
S: 750 × 0.12 = 90°
8Dd 5th– Students should have labelled and explained the features shown. For further details
7th see figures A, B and C on page 64 of the Student Book (protoctists), figure D on page
61 (bacteria) and table D on page 55 (all three of them).
8De 5th– Student’s own concept map, which should include elements from each of the topics in
8th this unit (e.g. unicellular vs multicellular organisms; features and uses of bacteria,
unicellular fungi and protoctists; decomposition and the carbon cycle).

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