Feedback on GCSE Biology 2019 GCSE Biology Unit

Feedback on GCSE Biology 2019

GCSE Biology Unit 1 Foundation Tier Maximum mark = 80 Grade boundary Cumulative % at grade Mean mark =25. 6 Entry =1645 C D E F G 30 26 22 18 14 37. 6 50. 9 64. 4 75. 0 83. 5

GENERAL COMMENTS FROM PRINCIPAL EXAMINER • Shorter answer questions were answered well on the whole. • Quality of expression was an issue for many. • Practical style questions proved problematic. • Analysis of data was well done by a number of candidates.

GCSE Biology Unit 1 Foundation Tier QUESTION 1 – Cells • (a) was answered well. • Candidates found difficulty with the term specialised cells, many repeating the question. • Few were able to label the oesophagus or referred to the role of muscle in peristalsis but did know that it pushed food through the digestive system.

GCSE Biology Unit 1 Foundation Tier QUESTION 2 – Enzymes • Candidates were able to identify the active site, complete a diagram to show an enzyme-substrate complex and show an understanding of denaturation. • However, few could identify the protease as the enzyme or amino acids as the products.

GCSE Biology Unit 1 Foundation Tier QUESTION 3 – Digestion • It was clear from many answers that candidates had experience of practical work involving the use of Visking tubing and were familiar with tests for starch and glucose. • Many marks were lost because of a failure to recall the correct colour changes related to positive results or to state that Benedict`s reagent required heating. • Many were able to recognize the role of the Visking tubing in (b), but few were able to relate the action of carbohydrase in (b).

GCSE Biology Unit 1 Foundation Tier QUESTION 4 – Energy in food • Few linked the step in the method with the risk in the risk assessment. • Fair testing was well understood • Calculations were well done and most were able to make a correct conclusion. Very few recognized the importance of expressing energy values per gram.

GCSE Biology Unit 1 Foundation Tier QUESTION 5 – Gas exchange (QER) • • Mean = 2. 2 Facility factor = 36. 2 • Most were able to complete the equation • Most were able to describe the differences, only the better candidates were able to explain the changes. Indicative content: • • • {Differences/ changes} in levels of O 2 {Differences/ changes} in levels of CO 2 No change in nitrogen Water vapour {increases/ changes} Reference to respiration CO 2 released (in respiration) O 2 {taken up/ used} (in respiration) Water (vapour) released (from the body) Any reference to gas exchange {at lungs/ alveoli/ in breathing} / O 2 enters the blood and CO 2 leaves the blood

GCSE Biology Unit 1 Foundation Tier QUESTION 6 – Photosynthesis • Candidates found (a) difficult. Few were able to identify molecules converted to starch or the cuticle. • The graph was well done by most, as was the description of the trend. • (iii) did cause some issues and few were able to identify an optimum for photosynthesis or an improvement to find a more accurate optimum.

GCSE Biology Unit 1 Foundation Tier QUESTION 7/1 – PISA style – food web • PISA style question – Candidates on both tiers were able to complete the food web and the calculation well. • Most higher tier candidates were able to identify the micro-organisms responsible for releasing PCBs. • Surprisingly few candidates were able to give bioaccumulation as the issue in (d) or were able to give an answer referring to the difficulty in break down of PCBs in (f).

GCSE Biology Unit 1 Foundation Tier QUESTION 8/2 – Transpiration • Transpiration as usual was not a popular topic! • Few foundation candidates were able to identify xylem or uses of water. They were better done by higher candidates. • The calculation also proved difficult, with few understanding what to do with the figures. Many rounded incorrectly and lost the mark. • ‘Amount’ was frequently seen in (d)(i). Many were able to give ‘repeat’ in (ii). • Only higher tier candidates were able to understand what (e) required of them.

GCSE Biology Unit 1 Higher Tier Maximum mark = 80 Grade boundary Cumulative % at grade Mean mark = 35. 5 Entry = 7459 A* A B C D 44 37 30 23 16 25. 9 46. 4 68. 0 86. 4 96. 0

GCSE Biology Unit 1 Higher Tier Contact Details QUESTION 3 – Cells Liane Adams Biology Subject Officer 029 2026 5126 liane. adams@wjec. co. uk Lowri Evans Subject Support Officer 029 2026 5140 • Risk assessment proved an issue here also for the same reasons as lowri. evans@wjec. co. uk foundation. • The drawing of one cell was required here. Many drew a generalized cell. • There were better answers to (c) than seen previously which was pleasing.

GCSE Biology Unit 1 Higher Tier QUESTION 4 – Osmosis • Osmosis is an abstract concept for candidates in Year 10 and difficult to grasp by many. • A large number of candidates discussed the movement of sugar or of the sugar solution thus negating most of the available marks. • There was also a failure to be clear that there is a difference in the concentration of water between the inside and outside of the bag. • Many were able to identify the concentration in (b) and give a reason.

GCSE Biology Unit 1 Higher Tier QUESTION 5 – Respiratory system and bell jar model • (a) and (b) were well done by most. • Many were able to give two limitations in (c). Most popular – jar is rigid and rubber sheet pulls down further. • Part (d)(ii) proved difficult for many. Some candidates showed a misunderstanding of how the model works by stating that air would escape out through the hole when the rubber sheet was pulled down.

GCSE Biology Unit 1 Higher Tier QUESTION 6 – Digestive system • (a) and (b) proved no problem to most. • Vast majority were able to identify the enzymes in (c). As usual the common error in (ii) was to refer to bile breaking down large molecules to smaller molecules. • (d) caused some issues with few candidates referring to the enzymes being denatured. • In (e), most knew that enzymes were proteins but were not able to refer to them containing different amino acids.

GCSE Biology Unit 1 Higher Tier • Mean = 2. 0 Facility factor = 33. 5 • Candidates found this QER challenging and most answers were low/ middle band. Advantages seemed to be the most commonly seen of the indicative content, followed by the disadvantages. Very few were able to give a coherent account of the role of an environmental impact assessment. QUESTION 7 – Environmental concerns (QER) • • • Advantages • More {meat/ eggs/ chicken/ food} / Higher {yield/production • Less land required / chickens housed in smaller area • Cheaper food • More jobs / more income / more cost effective / more profit/ less energy lost through movement/ less loss to predators Disadvantages • {pesticide/manure} washed into {streams/rivers} / ref. to pollution from {smell/traffic/noise}/ explanation of eutrophication/ pesticide entering food chain • Excess use of antibiotics / ref. to development of antibiotic resistant bacteria • Ref. negative impact on animal welfare / increased incidence of disease Environmental Impact Assessment • Ref. effects on {wildlife/biodiversity} / identify endangered species/ habitat destruction • Decide whether plans {go ahead / are refused / need to be modified} / ref. monitoring effect of plans

GCSE Biology Unit 1 Higher Tier QUESTION 8 – Content of food • The term ‘bulk’ was not understood by most. • Few were able to identify the health risk in (b) • Most were able to calculate the energy, but struggled to convert to k. J. They also struggled to calculate the percentage change. • Very few were able to give two ways in which the apparatus improved efficiency. • A large number of candidates lost marks by stating that the apparatus prevented all heat loss rather than reducing heat loss.

GCSE Biology Unit 1 Higher Tier QUESTION 9 – Photosynthesis and climate change • Most were able to give the photosynthesis equation. • Many were able to use both graphs to get an estimate in (b). Unfortunately, some lost the mark because they did not provide a unit. . • Very few considered limiting factors in their answer to (ii). • A large number of candidates lost marks by stating that the apparatus prevented all heat loss rather than reducing heat loss. • Parts (c)(i) and (ii) seemed to be beyond the grasp of the majority of candidates

GCSE Biology Unit 2 Foundation Tier Maximum mark = 80 Grade boundary Cumulative % at grade Mean mark =29. 2 Entry =1108 C D E F G 31 25 19 13 7 51. 0 71. 7 82. 9 91. 2 96. 6

GCSE Biology Unit 2 Foundation Tier QUESTION 1 – PISA style - obesity and drug testing • Candidates like this style of question and performed well. • Understanding of drug trials was also generally good. There was some confusion about the meaning of the term placebo, with many referring to ‘false’ or ‘fake’ drugs. • (c) asked candidates to identify advantages of alternatives to the use of animals in testing drugs and this proved to be inaccessible to most. The majority of answers consisted of emotive statements with no reference to ethics or to practical advantages.

GCSE Biology Unit 2 Foundation Tier QUESTION 2 – Bacterial growth • Candidates who had experience of practical work in microbiology and the use of aseptic technique coped well with (a). • Graph work was well done by most. Some omitted the origin on the x axis and others did not label their line. • Most were able to describe and explain the trend. • (c) was poorly done, with candidates not reading the given information, which would have provided them with the answers.

GCSE Biology Unit 2 Foundation Tier QUESTION 3 – Skin and temperature control (QER) • • Mean = 1. 2 Facility factor = 20. 3 • Candidates were not able to recall the names of the structures. Erector muscle was frequently labelled sweat gland. • Marks for the QER were generally in the lower band. Many gave general descriptions of skin functions which did not gain credit. Indicative content: • Reduces heat loss/ retains heat • Erector muscles contract, • Hairs become erect, • Traps layer of air/ insulates/ restrict air movement on surface, • • Sweating reduced / no sweat {Decreased/ no} evaporation (from skin surface) • • • Blood vessels constrict, become narrower/ vasoconstriction Less blood near skin surface Shivering – releases heat (energy)

GCSE Biology Unit 2 Foundation Tier QUESTION 4 – Fighting disease • Many candidates were not able to select and use scientific terms related to the immune system, in order to complete a sentence. (a) • Many candidates performed well on the part of the question about issues relating to whooping cough vaccinations. (b), (e) • Greater difficulty was encountered when candidates needed to draw conclusions and identify points of evidence to support assertions about the effects of changes in rates of vaccinations. (c), (d)

GCSE Biology Unit 2 Foundation Tier QUESTION 5 – Alien species • Practical fieldwork marks again prove problematic. • Very few could describe a sampling method using random quadrats and there were many vague references to quadrats simply being “thrown”, which did not gain the marks available. • A number of candidates were able to draw suitable conclusions from the bar chart comparing two aspects of an investigation and understood the concept of reproducibility. • Questions regarding the prediction of changes in biodiversity were very demanding for most candidates and were not well answered.

GCSE Biology Unit 2 Foundation Tier QUESTION 6/1 – Genetics and variation • Candidates could usually identify the correct sex chromosomes for human males and females and complete the Punnet square. • Calculations were usually well done, as was the hypothesis question. • Few could identify the inaccuracy in the method on either tier.

GCSE Biology Unit 2 Foundation Tier/ Higher Tier QUESTION 7/ 2 – Family trees and genetic modification • Few could define the term recessive allele, but most higher tier candidates could describe the effect of a mutation • Most could identify two heterozygous individuals in (ii) but struggled to gain credit for II. • Some could give a method for introducing the lipid capsules in (c)(i), but very few were able to give any difficulties for (ii) or suggest why it is not a cure.

GCSE Biology Unit 2 Higher Tier Maximum mark = 80 A* Grade boundary Cumulative % at grade Mean mark = 40. 0 A Entry = 6251 B C D 47 40 32 25 18 28. 2 51. 4 77. 2 92. 8 98. 7

GCSE Biology Unit 2 Higher Tier Contact QUESTION 3 – Details Nervous system 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 • Most candidates had no problems with this question and gained high marks.

GCSE Biology Unit 2 Higher Tier QUESTION 4 – Spread of disease • Candidates struggled with the recall nature of parts (a), but where able to prevent the spread in (b). • The calculations were well done. • Most candidates had a tendency to restate the question in part (d). The most common answer seen was, ‘to raise awareness of how to prevent the spread of chlamydia’.

GCSE Biology Unit 2 Higher Tier QUESTION 5 – Variation and capture/ recapture • This question was the second most accessible on the whole paper. It suggests that this topic is taught well in most centres. • Part (e) posed the greatest challenge to candidates, with a large number ignoring the question by only giving one precaution or giving two precautions that were both linked to the marking technique.

GCSE Biology Unit 2 Higher Tier QUESTION 6 – Excretory system and QER • Mean = 2. 6 • Facility factor = 44. 1 • Candidates were correctly linking more ADH to reduced volumes and increased concentrations of urine. • The most common omissions were those linked to the blood, e. g. no reference to low water levels in the blood, ADH being carried in the blood, water being reabsorbed back into the blood.

GCSE Biology Unit 2 Higher Tier QUESTION 7 – Genetic profiling • Only a small number of candidates were able to correctly describe the process of genetic profiling • Candidates struggled with part (b). Answers seen were ‘the bands of the lamb are similar to the sheep, therefore the lamb is related to the sheep’ , suggesting that they had not studied the stem of the question in detail, as this was clearly stated. • (c) was well answered.

GCSE Biology Unit 2 Higher Tier QUESTION 8 – Bacterial growth • (a) was surprisingly poorly done. • Most were able to give one aseptic technique in (b). However, many gave a knee jerk answer to the temperature question. • Several different errors were seen in the calculation in (c). These included not using standard form, incorrect rounding and incorrect counting. Showing working will help gain some marks. • (d) and (e) were well done by most.

QUESTION 9 – Stem cells GCSE Biology Unit 2 Higher Tier • Recall was an issue in parts (a) and (b). • Most were able to identify mitosis in (c) but fewer used diagram 2 to help recognize that mitosis allows the production of more cells. • (d) just required candidates to use the diagram but few realized that damaged eyes would not have any healthy stem cells. • Most were able to give two advantages in (e).

GCSE Biology POINTS TO NOTE • Candidates should be reminded to study the command words in a question and the number of marks available. • When studying the topics, it would benefit candidates if they were to have the opportunity to apply their scientific knowledge to contemporary scientific issues. • Recall of terms and definitions remains a challenge, and centres should explore different techniques to try and address this problem. • Candidates need to be encouraged to use all the information provided to them in the stem of the question and any diagrams given.

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