Feedback on GCSE Biology 2018 GCSE Biology Unit
Feedback on GCSE Biology 2018
GCSE Biology Unit 1 Foundation Tier Maximum mark = 80 Grade boundary Cumulative % at grade Mean mark =30. 7 Entry =1493 C D E F G 35 29 23 18 13 40. 7 59. 8 76. 1 87. 5 93. 0
GENERAL COMMENTS FROM PRINCIPAL EXAMINER • When factual recall was tested there was evidence that despite key words being known, they were frequently not used appropriately. • Calculations were generally completed successfully. • When reading graphs it was often the case that data was repeated when comparisons of trends in the results were required. • Some examples showed that experience of practical work had been beneficial. • All candidates would be well advised to re-read answers to avoid unnecessary errors and for some, poor handwriting may well have led to valuable marks being lost.
GCSE Biology Unit 1 Foundation Tier QUESTION 1 – PISA style question. (a) This question required candidates to use information about diet and identify correct statements which were related to it. Most were able to give some correct answers but few gained full marks. (b) (i) and (ii) - Most answers correctly identified obesity as a condition resulting from excess dietary sugar but in the case of excess salt many made vague references such as ‘heart problems’ which did not score marks.
GCSE Biology Unit 1 Foundation Tier QUESTION 2 – Microscope • Some excellent responses seen for (a) and (b). The scaffolding in the question enabled candidates to show their knowledge of the use of the microscope. • In c(i) a common error was for the measurement to be multiplied rather than divided • Little understanding of the electron microscope was shown in (d)
GCSE Biology Unit 1 Foundation Tier QUESTION 3 – Circulatory system • Most were able to label the pulmonary vein and knew the function of the valve in (a). • Common error in (b) was to refer to arteries pumping the blood.
GCSE Biology Unit 1 Foundation Tier QUESTION 4 – Smoking and data analysis. • (a) required candidates to use the graph and table. Many just described the graph and gained no credit. • (b) and (c) were well answered
GCSE Biology Unit 1 Foundation Tier QUESTION 5 – Fertilizer and plant growth • Marks were lost in (a)(i) when candidates gave imprecise answers about wheat growth rather than yield. Encourage students to use the axes titles in their answers. • Little understanding of control in (ii) some gained credit by referring to a comparison • Very few candidates knew the effect of NPK on leaves and roots.
GCSE Biology Unit 1 Foundation Tier QUESTION 6 – Respiratory system • Few were able to correctly label the trachea and bronchus or describe the pressure and volume changes in the thorax • Many candidates were able to analyse the data in (b) to gain credit and understood how to increase confidence in their results. • More oxygen was required for the answer in (c). Many candidates only referred to oxygen being required.
GCSE Biology Unit 1 Foundation Tier QUESTION 7 – Practical and maths skills • Very few gave p. H as a variable to control. All other variables were given in the question • Common errors in (b) included an incorrect scale, missing the scale at the origin and drawing a clear line. • Reference to increased collisions was often missing in answers to c(i). Some good descriptions of denaturing were seen in (ii) • Few candidates suggested more temperatures within a range in (iii)
GCSE Biology Unit 1 Foundation Tier QUESTION 8 – Food web • Quality of Extended response question • Mean = 2. 0 • Facility factor = 33. 2 Indicative content 5 -6 marks 7 or more points from the indicative content There is a sustained line of reasoning which is coherent, relevant, substantiated and logically structured. The candidate uses appropriate scientific terminology and accurate spelling, punctuation and grammar. 3 -4 marks 4 – 6 points from the indicative content There is a line of reasoning, which is partially coherent, largely relevant, supported by some evidence and with some structure. The candidate uses mainly appropriate scientific terminology and some accurate spelling, punctuation and grammar. 1 -2 marks 1 -3 points from the indicative content There is a basic line of reasoning, which is not coherent, largely irrelevant, supported by limited evidence and with very little structure. The candidate uses limited scientific terminology and inaccuracies in spelling, punctuation and grammar. 0 marks: No attempt made or no response worthy of credit. • Many good answers seen with many answers being placed in the middle band. • Candidates could identify the herbivores and the secondary consumers and were able to make relevant comments on the effects on other species when one species was removed.
GCSE Biology Unit 1 Foundation Tier/ Higher Tier Contact Details QUESTION 9/1 – Diffusion Liane Adams Biology Subject Officer 029 2026 5126 liane. adams@wjec. co. uk Lowri Evans Subject Support Officer 029 2026 5140 lowri. evans@wjec. co. uk • First overlap question. This tested knowledge of diffusion and practical skills • Many answers referred to selectively permeable membranes allowing certain molecule to pass through without mentioning molecule size and so did not gain credit. • Diffusion was well known in (b) but candidates did not refer to ‘pores’ to explain their answer in (ii). • Many candidates recognised the food starch/iodine test and the movement of iodine, but did not use the information from the diagram to help them recognise that iodine therefore must be a small molecule.
GCSE Biology Unit 1 Foundation Tier/ Higher Tier QUESTION 10/2 – Photosynthesis • Less scaffolding was used for the equation as this was a standard demand question. This caused some issues for foundation candidates. • Many higher tier candidates were able to give a good explanation of photosynthesis in (c), however foundation candidates struggled with this. • Few foundation or higher candidates were able to give the purpose of the beaker of water in (d) or understood how to improve accuracy in (e)
GCSE Biology Unit 1 Higher Tier Maximum mark = 80 A* Grade boundary Cumulative % at grade Mean mark = 37. 3 A Entry = 7258 B C D E 47 37 27 18 9 4 17. 3 43. 0 72. 1 91. 1 98. 8 99. 8
GCSE Biology Unit 1 Higher Tier Contact Details QUESTION 3 – Leaf structure Liane Adams Biology Subject Officer 029 2026 5126 liane. adams@wjec. co. uk Lowri Evans Subject Support Officer 029 2026 5140 lowri. evans@wjec. co. uk • (a) was surprisingly poor showing a lack of revision by some candidates • Again a lack of revision was shown regarding the definition of specialised cells and organ in (b) • Good knowledge and understanding was shown regarding the calculation of magnification
GCSE Biology Unit 1 Higher Tier QUESTION 4 – Heart structure • Again candidates struggled to give the definition of a double circulation in (a). • (c) required candidates to be specific about the role of the semi lunar valve. Many gave generic answers. • Better candidates were able to recognise that the heart is a muscle and the effect of exercise upon it. • Candidates found difficulty in calculating a percentage change. Many were unsure of the denominator.
GCSE Biology Unit 1 Higher Tier QUESTION 5 – Pollution and fieldwork • Many lost marks in (a) as their answers were not comparative. • (b) was well answered by many although some incorrectly linked the lack of oxygen to lack of photosynthesis • In c(ii), candidates still struggled to use indicator species to show the level of pollution. If Mayfly are present, there can be no pollution. • In (iii), many wanted to test fields or different parts of the lake. More careful reading of the question was needed.
GCSE Biology Unit 1 Higher Tier QUESTION 6 – Digestive system • Some candidates are still using the term 'amount' when referring to specific quantities, rather than concentration, mass or volume. • Most candidates scored one mark in (c), but struggled to think of a second reason.
GCSE Biology Unit 1 Higher Tier QUESTION 7 – Respiration • This was a difficult multi-step calculation and it was good to see candidates showing their workings out. This allowed many to pick up one or two marks even though they failed to get the correct answer. • Candidates find it difficult to identify errors in experimental methods. Most interpreted this part as being due to some problem with the apparatus provided rather than why the method is unable to give us a result close to the ‘true value'. • Far too many lost marks in b(i) by discussing respiration as opposed to aerobic respiration.
GCSE Biology Unit 1 Higher Tier • This was a demanding extended response question that required higherorder problem solving. Candidates should have considered two points before attempting to answer this question. What do I see? (the Indicative content: information provided in the stem) and • lack of oxygen therefore less aerobic respiration what do I know? • less energy available • Some candidates discussed at length • less ATP produced; the effect of reduced oxygen levels on denitrification which showed that they • active transport of mineral salts had not read the command line which • transporting from low to high concentration referred to '. . reduced oxygen levels for • Requires ATP/ energy root hair cells. . . ". • Many failed to access the top band for • there is mineral/ nutrient deficiency this question because they referred to • poor growth - lack of nitrates respiration rather than aerobic • yellow leaves - lack of potassium respiration. QUESTION 8 – Absorption by roots
GCSE Biology Unit 2 Foundation Tier Maximum mark = 80 Grade boundary Cumulative % at grade Mean mark =27. 9 Entry =1098 C D E F G 30 24 18 13 8 49. 8 67. 3 81. 1 88. 6 94. 3
GCSE Biology Unit 2 Foundation Tier QUESTION 1 – Classification and adaptation • (a) Classification was well understood. • (b) (ii) was poorly done with vague references to diseases being ‘passed on’ rather than giving methods of communication with pathogens.
GCSE Biology Unit 2 Foundation Tier QUESTION 2 – Diabetes • Common graph errors included failure to identify the max normal concentration of blood glucose or poor line drawing. • In b(iv), many candidates lost marks because they simply repeated the data given in the graph rather than comparing trends.
GCSE Biology Unit 2 Foundation Tier QUESTION 3 – DNA • Good knowledge of the structure of DNA shown in (i) and (ii), but candidates struggled to explain the role of DNA as a code. • Most were able to analyse the DNA profiling data correctly.
GCSE Biology Unit 2 Foundation Tier QUESTION 4 – Alien species • Only around a third of candidates were able to recognise the knotweed as an alien invasive species and knew its affect on biodiversity. • A pleasing number were able to use the data to gain the correct answer for the calculation. • When asked about reproducibility of results in c(ii), many answers consisted of vague statements such as “do it again” and did not score marks.
GCSE Biology Unit 2 Foundation Tier QUESTION 5 – Excretory system • Confusion between ureter and urethra in (a) • In (b) there was a lack of knowledge regarding the tests for protein and glucose with Benedicts being confused for biuret. There was also a lack of knowledge of the colour changes. • Part c required candidates to draw conclusions from a bar chart. Many did not make comparisons but instead repeated the data.
GCSE Biology Unit 2 Foundation Tier QUESTION 6 – Antibiotics - QER • Quality of Extended response question • Mean = 2. 6 • Facility factor = 44. 0 • It was clear that many candidates had gained experience of undertaking practical work and some steps in the procedure for setting up agar plates with antibiotics were known. • Unfortunately, many responses did lack detail such as temperatures of incubation and were poorly sequenced.
GCSE Biology Unit 2 Foundation Tier/ Higher Tier QUESTION 7/ 1 – Cell division • This question required candidates to respond to data on recovery comparing methods of treatment for broken bone. Most answered very well. • Many foundation candidates failed to read the question carefully enough in (b), but it did not prove to be an issue for higher tier candidates • Better candidates were able to give good answers regarding the ethics of stem cells in (c)
GCSE Biology Unit 2 Foundation Tier/ Higher Tier QUESTION 8/2 – Reflex actions Contact Details Liane Adams Biology Subject Officer 029 2026 5126 liane. adams@wjec. co. uk Lowri Evans Subject Support Officer 029 2026 5140 lowri. evans@wjec. co. uk • There were some good explanations of the reflex action shown in the “before” and “after” photographs but few scored the full three marks. Where marks were lost it was generally because the answer consisted of just a general description of the alteration of pupil size in different light intensities. Also, some answers lacked precision in failing to refer to the prevention of damage to the retina. • In b (ii) Candidates struggled to calculate a percentage change even though this type of question is a common mathematical skill tested almost annually. The main problem seems to be choice of denominator in the calculation.
GCSE Biology Unit 2 Higher Tier Maximum mark = 80 A* Grade boundary Cumulative % at grade Mean mark = 32. 2 A Entry = 5959 B C D E 43 34 25 16 8 4 21. 4 44. 6 71. 5 92. 4 98. 4 99. 5
GCSE Biology Unit 2 Higher Tier Contact Details QUESTION 3 – DNA structure - QER Liane Adams Biology Subject Officer Mean = 2. 7 029 • 2026 5126 • Facility factor = 44. 3 liane. adams@wjec. co. uk • Candidates who had learnt their work were rewarded with good scores Lowri Evans on this question. Subject Support Officer 029 • 2026 Most 5140 achieved a middle band with their answers. However, there is still some uncertainty on the link between the triplet code and amino lowri. evans@wjec. co. uk acids. Many stated that the triplet code 'makes' amino acids.
GCSE Biology Unit 2 Higher Tier QUESTION 4 – Monoclonal antibodies • a(i) was well answered but a lack of specific detail penalised many candidates. Candidates discussed the ". . . antigens on the organs. . . " rather than on the cells of the organs and tended to repeat the stem by stating that antibodies 'attack the cells' rather than recalling that antibodies 'destroy cells'. • Monoclonal antibodies is new to this specification and it was evident in the answers to (b) and (c) that some centres had not introduced it into their teaching.
GCSE Biology Unit 2 Higher Tier QUESTION 5 – Variation • All parts of this question had high facility factors
GCSE Biology Unit 2 Higher Tier QUESTION 6 – Excretory system • The best answers in a (i) were able to identify and describe the process. Many candidates discussed the movement of small molecules, but did not get a mark because they did not identify where the molecules were moving from or were moving to. • Lack of detail was again an issue in (ii) with many stating that glucose was being reabsorbed but not stating where to. • Part (b) is a difficult concept resulting in a facility factor of 12. 0 for this part of the question.
GCSE Biology Unit 2 Higher Tier QUESTION 7 – Tropic responses • Tropic responses was another definition that was not well answered • Candidates struggled to apply knowledge to solve a novel problem. Most candidates who did recognise that there was more than one variable affecting growth were unable to suggest an appropriate control. For example, some answers seen identified that negative gravitropism could also be having an effect but then went on to describe placing the dandelion in a dark container with light coming from a hole in one side.
GCSE Biology Unit 2 Higher Tier QUESTION 8 – Penicillin • Candidates should be careful with their use of p. H in (b). Not PH or Ph • A pleasing number of candidates were able to give a correct time in (c) and explain their answer. • Fewer were able to correctly draw a line in (d)
GCSE Biology Unit 2 Higher Tier QUESTION 9 – Temperature control • This question posed the greatest challenge to all the candidates. Even though temperature control by the skin has been repeatedly assessed over the years it seems that candidates' understanding of this topic is superficial. Not many candidates appear to understand the concept of heat being carried by the blood. • Not many were able to score two marks in (a) with many describing homeostasis. What was missing was a basic understanding of the 'normal' or 'optimum' range; without this the candidates struggled to score any marks.
GCSE Biology Unit 2 Higher Tier QUESTION 10 – Pesticides • Part (a) posed the greatest challenge with many recognising that both parasitized bees had the same genus, but less using this knowledge to suggest that it is the similarity between the bees that allowed the spread of the parasite. • Most candidates were able to give one correct reason in c (ii). A common error was to state that ". . . not all the beekeepers took part. . . ".
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