A level
AQA
A-level
BIOLOGY
7402/2
Paper 2
Mark scheme
June 2024
Version: 1.0 Final
,Mark schemes are prepared by the Lead Assessment Writer and considered, together with
the relevant questions, by a panel of subject teachers. This mark scheme includes any
amendments made at the standardisation events which all associates participate in and is
the scheme which was used by them in this examination. The standardisation process
ensures that the mark scheme covers the students’ responses to questions and that every
associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts.
Alternative answers not already covered by the mark scheme are discussed and legislated
for. If, after the standardisation process, associates encounter unusual answers which have
not been raised they are required to refer these to the Lead Examiner.
It must be stressed that a mark scheme is a working document, in many cases further
developed and expanded on the basis of students’ reactions to a particular paper.
Assumptions about future mark schemes on the basis of one year’s document should be
avoided; whilst the guiding principles of assessment remain constant, details will change,
depending on the content of a particular examination paper.
No student should be disadvantaged on the basis of their gender identity and/or how they
refer to the gender identity of others in their exam responses.
A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will
be credited in exam responses in line with existing mark scheme criteria.
Further copies of this mark scheme are available from aqa.org.uk
,Mark scheme instructions to examiners
1. General
The mark scheme for each question shows:
• the marks available for each part of the question
• the total marks available for the question
• the typical answer or answers which are expected
• extra information to help the examiner make his or her judgement and help to
delineate what is acceptable or not worthy of credit or, in discursive answers, to
give an overview of the area in which a mark or marks may be awarded.
The extra information in the ‘Comments’ column is aligned to the appropriate answer
in the left- hand part of the mark scheme and should only be applied to that item in
the mark scheme.
At the beginning of a part of a question a reminder may be given, for example:
where consequential marking needs to be considered in a calculation; or the answer
may be on the diagram or at a different place on the script.
In general the right-hand side of the mark scheme is there to provide those extra
details which confuse the main part of the mark scheme yet may be helpful in
ensuring that marking is straightforward and consistent.
2. Emboldening
2.1 In a list of acceptable answers where more than one mark is available ‘any
two from’ is used, with the number of marks emboldened. Each of the
following bullet points is a potential mark.
2.2 A bold and is used to indicate that both parts of the answer are required to
award the mark.
2.3 Alternative answers acceptable for the same mark are indicated by the use
of OR. Different terms in the mark scheme are shown by a / ; eg allow
smooth / free movement.
3. Marking points
3.1 Marking of lists
This applies to questions requiring a set number of responses, but for which
students have provided extra responses. The general principle to be followed
in such a situation is that ‘right + wrong = wrong’.
Each error / contradiction negates each correct response. So, if the number of
errors / contradictions equals or exceeds the number of marks available for
the question, no marks can be awarded.
However, responses considered to be neutral (often prefaced by ‘Ignore’ in
the ‘Comments’ column of the mark scheme) are not penalised.
, 3.2 Marking procedure for calculations
Full marks can be given for a correct numerical answer, without any working
shown.
However, if the answer is incorrect, mark(s) can usually be gained by correct
substitution / working and this is shown in the ‘Comments’ column or by each
stage of a longer calculation.
3.3 Interpretation of ‘it’
Answers using the word ‘it’ should be given credit only if it is clear that the ‘it’
refers to the correct subject.
3.4 Errors carried forward, consequential marking and arithmetic
errors
Allowances for errors carried forward are most likely to be restricted to
calculation questions and should be shown by the abbreviation ECF or
consequential in the mark scheme.
An arithmetic error should be penalised for one mark only unless otherwise
amplified in the mark scheme. Arithmetic errors may arise from a slip in a
calculation or from an incorrect transfer of a numerical value from data given
in a question.
3.5 Phonetic spelling
The phonetic spelling of correct scientific terminology should be credited unless
there is a possible confusion with another technical term.
3.6 Brackets
(…..) are used to indicate information which is not essential for the mark to be
awarded but is included to help the examiner identify the sense of the answer
required.
3.7 Ignore / Insufficient / Do not allow
Ignore or insufficient is used when the information given is irrelevant to the
question or not enough to gain the marking point. Any further correct
amplification could gain the marking point.
Do not allow means that this is a wrong answer which, even if the correct
answer is given, will still mean that the mark is not awarded.
AQA
A-level
BIOLOGY
7402/2
Paper 2
Mark scheme
June 2024
Version: 1.0 Final
,Mark schemes are prepared by the Lead Assessment Writer and considered, together with
the relevant questions, by a panel of subject teachers. This mark scheme includes any
amendments made at the standardisation events which all associates participate in and is
the scheme which was used by them in this examination. The standardisation process
ensures that the mark scheme covers the students’ responses to questions and that every
associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts.
Alternative answers not already covered by the mark scheme are discussed and legislated
for. If, after the standardisation process, associates encounter unusual answers which have
not been raised they are required to refer these to the Lead Examiner.
It must be stressed that a mark scheme is a working document, in many cases further
developed and expanded on the basis of students’ reactions to a particular paper.
Assumptions about future mark schemes on the basis of one year’s document should be
avoided; whilst the guiding principles of assessment remain constant, details will change,
depending on the content of a particular examination paper.
No student should be disadvantaged on the basis of their gender identity and/or how they
refer to the gender identity of others in their exam responses.
A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will
be credited in exam responses in line with existing mark scheme criteria.
Further copies of this mark scheme are available from aqa.org.uk
,Mark scheme instructions to examiners
1. General
The mark scheme for each question shows:
• the marks available for each part of the question
• the total marks available for the question
• the typical answer or answers which are expected
• extra information to help the examiner make his or her judgement and help to
delineate what is acceptable or not worthy of credit or, in discursive answers, to
give an overview of the area in which a mark or marks may be awarded.
The extra information in the ‘Comments’ column is aligned to the appropriate answer
in the left- hand part of the mark scheme and should only be applied to that item in
the mark scheme.
At the beginning of a part of a question a reminder may be given, for example:
where consequential marking needs to be considered in a calculation; or the answer
may be on the diagram or at a different place on the script.
In general the right-hand side of the mark scheme is there to provide those extra
details which confuse the main part of the mark scheme yet may be helpful in
ensuring that marking is straightforward and consistent.
2. Emboldening
2.1 In a list of acceptable answers where more than one mark is available ‘any
two from’ is used, with the number of marks emboldened. Each of the
following bullet points is a potential mark.
2.2 A bold and is used to indicate that both parts of the answer are required to
award the mark.
2.3 Alternative answers acceptable for the same mark are indicated by the use
of OR. Different terms in the mark scheme are shown by a / ; eg allow
smooth / free movement.
3. Marking points
3.1 Marking of lists
This applies to questions requiring a set number of responses, but for which
students have provided extra responses. The general principle to be followed
in such a situation is that ‘right + wrong = wrong’.
Each error / contradiction negates each correct response. So, if the number of
errors / contradictions equals or exceeds the number of marks available for
the question, no marks can be awarded.
However, responses considered to be neutral (often prefaced by ‘Ignore’ in
the ‘Comments’ column of the mark scheme) are not penalised.
, 3.2 Marking procedure for calculations
Full marks can be given for a correct numerical answer, without any working
shown.
However, if the answer is incorrect, mark(s) can usually be gained by correct
substitution / working and this is shown in the ‘Comments’ column or by each
stage of a longer calculation.
3.3 Interpretation of ‘it’
Answers using the word ‘it’ should be given credit only if it is clear that the ‘it’
refers to the correct subject.
3.4 Errors carried forward, consequential marking and arithmetic
errors
Allowances for errors carried forward are most likely to be restricted to
calculation questions and should be shown by the abbreviation ECF or
consequential in the mark scheme.
An arithmetic error should be penalised for one mark only unless otherwise
amplified in the mark scheme. Arithmetic errors may arise from a slip in a
calculation or from an incorrect transfer of a numerical value from data given
in a question.
3.5 Phonetic spelling
The phonetic spelling of correct scientific terminology should be credited unless
there is a possible confusion with another technical term.
3.6 Brackets
(…..) are used to indicate information which is not essential for the mark to be
awarded but is included to help the examiner identify the sense of the answer
required.
3.7 Ignore / Insufficient / Do not allow
Ignore or insufficient is used when the information given is irrelevant to the
question or not enough to gain the marking point. Any further correct
amplification could gain the marking point.
Do not allow means that this is a wrong answer which, even if the correct
answer is given, will still mean that the mark is not awarded.
