Mark Scheme (Results)

Summer 2019

Pearson Edexcel
International Advanced Level in Biology
(WBI13) Paper 01
Practical Skills in Biology I
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Summer 2019
Publications Code WBI13_01_1906_MS
All the material in this publication is copyright
© Pearson Education Ltd 2019
General Marking Guidance

 All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as
they mark the last.
 Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather
than penalised for omissions.
 Examiners should mark according to the mark scheme not according to their perception of where the grade
boundaries may lie.
 There is no ceiling on achievement. All marks on the mark scheme should be used appropriately.
 All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if
the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response
is not worthy of credit according to the mark scheme.
 Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and
exemplification may be limited.
 When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the team leader
must be consulted.
 Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response.
 Mark schemes will indicate within the table where, and which strands of QWC, are being assessed. The strands are as
follows:

i) ensure that text is legible, and that spelling, punctuation and grammar are accurate so that meaning is clear
ii) select and use a form and style of writing appropriate to purpose and to complex subject matter
iii) organise information clearly and coherently, using specialist vocabulary when appropriate.
Using the Mark Scheme
Examiners should look for qualities to reward rather than faults to penalise. This does NOT mean giving credit for incorrect or
inadequate answers, but it does mean allowing candidates to be rewarded for answers showing correct application of principles
and knowledge. Examiners should therefore read carefully and consider every response: even if it is not what is expected it may be
worthy of credit.
The mark scheme gives examiners:
 an idea of the types of response expected
 how individual marks are to be awarded
 the total mark for each question
 examples of responses that should NOT receive credit.

/ means that the responses are alternatives and either answer should receive full credit.
( ) means that a phrase/word is not essential for the award of the mark, but helps the examiner to get the sense of the expected
answer.
Phrases/words in bold indicate that the meaning of the phrase or the actual word is essential to the answer.
ecf/TE/cq (error carried forward) means that a wrong answer given in an earlier part of a question is used correctly in answer to a
later part of the same question.

Candidates must make their meaning clear to the examiner to gain the mark. Make sure that the answer makes sense. Do not give
credit for correct words/phrases which are put together in a meaningless manner. Answers must be in the correct context.

Quality of Written Communication

Questions which involve the writing of continuous prose will expect candidates to:
 write legibly, with accurate use of spelling, grammar and punctuation in order to make the meaning clear
 select and use a form and style of writing appropriate to purpose and to complex subject matter
 organise information clearly and coherently, using specialist vocabulary when appropriate.
Full marks will be awarded if the candidate has demonstrated the above abilities. Questions where QWC is likely to be particularly
important are indicated (QWC) in the mark scheme, but this does not preclude others.
Question Answer Additional guidance Mark
number
1(a)(i)  concentration of sucrose (solution) (1) Accept sucrose concentration
Do not accept ‘sucrose’
without concentration (1)

Question Answer Additional guidance Mark

number
1(a)(ii)  temperature / pH (1) Accept light intensity
(1)

Question Answer Additional guidance Mark

number
1(a)(iii) An explanation that includes the following points:

 an effect of the factor on the germination Accept growth

(1) Do not accept reference to
seeds

 because enzymes are involved in (pollen

germination/metabolism)
(1)

 description of {metabolism/enzymes} being affected by the

factor (1)
(3)
Question Answer Additional guidance Mark
number
1(b)(i) A graph showing the following features:
80
 A axes the right way round (x =

Percentage germination of
70
sucrose conc., y = percentage

pollen grains (%)

germination) and linear scale 60
(1) 50
40
 L axes correctly labelled with units
(x - sucrose concentration, g dm-3, 30
y – percentage germination of 20
pollen grains (1)
10

 P correct plotting of all values 0

(1) 0 50 100 150
Concentration of sucrose solution
 S line joining points accurately / g dm–3
ruled (1)
(4)
Question Answer Additional guidance Mark
number
1(b)(ii) An explanation that includes the following points:

 repeat investigation using more sucrose concentrations

(1)

 between 20 and 60 g dm-3

(1)
(2)

Question Answer Additional guidance Mark

number
1(c)(i) A calculation showing the following steps:

 selection of correct values from the table 166 – 78 / 88

(1)

 calculation of percentage
(1) Example of calculation:

(88 ÷ 78) × 100 = 112.82 %

Accept 113/112.8/112.821

Correct answer with no working

gains both marks (2)
Question Answer Additional guidance Mark
number
1(c)(ii) An answer that includes five of the following points:

 use a range of at least 5 concentrations of (sucrose) solutions Accept stock and

(1) distilled water as one
 detail of dilution method using the sucrose solution (of 500 g dm- of the concentrations.
3
) (1)

 at least one control variable named

(1)

 use 100 ppm boric acid solution

(1)

 use a microscope and graticule to measure pollen tube length

(1)

 stated times (for measurements of pollen tube)

(1) (5)
Question Answer Additional guidance Mark
number
2(a)(i) A description which includes the following points:

 use of Benedict’s (reagent) Accept Fehling’s or other suitable

(1) test

 heating Accept water bath qualified e.g.

(1) hot/warm/boiling/stated
temperature above 40°C (2)

Question Answer Additional guidance Mark

number
2(a)(ii) An explanation that includes the following points:

 use same mass for each food Accept volume

(1)
e.g volume of Benedict’s added, time
 use same volume of distilled water for each of heating/temperature/same
(1) volume of extract

 standardise the test procedure

(1)

 compare result with a colour chart described

e.g. that has been devised using a
(1)
range of concentrations of reducing
sugars / in which the colours
correspond to a range of
concentrations of reducing sugars (3)
Question Answer Additional guidance Mark
number
2(a)(iii) An answer that includes the following points:

 take the food residue (from the filter paper)

(1)

 and test it (for reducing sugars) with Benedict’s

(1) Accept Fehling’s or other
suitable test

(2)

Question Answer Additional guidance Mark

number
2(b) An answer that includes all of the following in this order:

apple sweet potato potato bread cashew nut (2) 2 marks all correct

1 mark if one mistake made

e.g two foods reversed / one

food out of place leaving the
rest out of place but in
correct sequence (2)
Question Answer Additional guidance Mark
number
2(c)(i) An explanation that includes the following points:

 apple (1)

 because there was {more / most} reducing sugar

(1)

 therefore leaving least copper ions in the solution Accept the most / more copper
(1) (ions) {have reacted with reducing
sugar / been removed} (3)
Question Answer Additional guidance Mark
number
2(c)(ii) An answer that includes four of the following points:

Accept size
 use {standard / known} {mass/volume} of sweet potato / use a
standard volume of sweet potato extract / volume of extraction
liquid (1)

 carry out reducing sugar test

(1)

 {filter the solution / remove precipitate} (after the test is carried out)
(1)

 {weigh the precipitate remaining in the filter paper / measure

intensity of blue color in filtrate}
(1)
e.g. that has been
 convert this {mass / intensity} to a concentration of reducing sugar / devised using a range
compare colour of tube contents precipitate with a colour chart of concentrations of
qualified (1) reducing sugars / in
which the colours
correspond to a
range of
concentrations of
reducing sugars (4)
Question Answer Additional guidance Mark
number
3(a)(i) An explanation that includes four of the following points:

 for equilibration (1)

Accept when mixing the

 because mixing the solutions at different temperatures would
temperature stays at 40°C /
make the temperature ≠ 40 °C
constant
(1)

 (40 °C could be) optimum for urease

(1)

 (so if the mixture) {cooled down / warmed up} rate would

change during experiment
(1)

 ensures only pH is varied

(1) (4)
Question Answer Additional guidance Mark
number
3(a)(ii) An explanation that includes the following points:
 run the experiment with a range of different concentrations
(1)

 choose a combination in which the rate of change is not too

{high / fast} / too {low / slow} / time taken is not too {long /
short} (1) (2)
Question Answer Additional guidance Mark
number
3(b)(i) A table showing the following features: Example of table drawn

 suitable table drawn pH concentration of

(1) ammonia
/ a.u.
 headings of pH and concentration of ammonia 3.0 0
(1) 4.0 10
6.5 60
 with units 6.8 80
(1) 7.3 100
8.0 60
 data correctly entered 9.0 30
(1) (4)

Question Answer Additional guidance Mark

number
3(b)(ii) Example of calculation:
 figures read from graph and converted into rate
(1) 60 × 4 = 240 OR 60 ÷ 15 = 4 OR

 appropriate units given 60 ÷ (15 x 60) = 0.07/0.067/0.0667

(1)

(240) a.u. hour-1 OR (4) a.u. min-1 OR

(0.07/0.067/0.0667) a.u s-1 (2)
Question Answer Additional guidance Mark
number
3(b)(iii) An answer that includes the following points:

Similarities

 both sets of results have a similar pattern

(1)

 both peak at same pH

(1)

Differences Accept 60 min graph starts at

pH 3 and 15 at pH 4
 no ammonia produced at pH 4 after 15 minutes but
{some / 10 a.u.} produced at 60 minutes
(1)

 more ammonia produced at every pH after 60

minutes than after 15 minutes
(1) (3)

Question Answer Additional guidance Mark

number
3(c)
 0.36 a.u.min-1 (1) Accept answers in range of 0.3 to 0.4
a.u.min-1

Accept other values with corresponding

appropriate units e.g. rate expressed per
second 0.003 to 0.007 a.u.sec-1 (1)
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