AQA-synoptic Essay Marking Guidelines

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Teacher Resource Bank
GCE Biology 1411/2411
Other Guidance:
Guidance for Marking the Essay
Teacher Resource Bank / GCE Biology / Other Guidance: Marking the Essay / Version 1.0

klm Copyright 2008 AQA and its licensors. All rights reserved.
1
MARKING THE ESSAY
Introduction
The essay is intended to assess a candidates ability to bring together principles and
concepts from different areas of biology, express ideas clearly and logically and use
appropriate specialist vocabulary. It also provides an opportunity for candidates to
demonstrate that they have met the ideals of stretch and challenge required to gain an A*
grade. Because of this, essays are deliberately worded such that they allow candidates the
freedom to respond in a variety of ways. Candidates are offered a choice of essay and it is
important that the final mark reflects the quality of work, not the choice of essay.

The marking scheme considers four skill areas
S Scientific content
B Breadth of knowledge
R Relevance
Q Quality of written communication

In practice, this means that we are looking for
evidence of knowledge and understanding in keeping with an A-level course of study
selection of material relevant to the title, and drawn from different areas of the
specification
the ability to present an argument coherently and logically, using appropriate
biological language.

Each of the skill areas is considered and matched against a series of descriptors to give the
total mark. Notes are provided to assist in the application of the mark scheme to specific
essay titles. Care must be taken in using these notes. It is important to appreciate that the
only criteria to be used in awarding marks are those corresponding to the appropriate
descriptors. Candidates may gain credit for any information providing that it is biologically
accurate, relevant and of a depth in keeping with an A-level course of study. Material used in
the essay does not have to be taken from the specification, although it is likely that it will.
The notes must therefore be seen as no more than guidelines providing an indication of
areas of the specification from which suitable factual material may be drawn.

Plans should be considered in awarding marks. Examiners are instructed to ignore the plan
when reading the essay. They should then return to the plan. If further credit can be awarded
because of material contained in the plan, this is done. Under no circumstances can a
candidate lose credit for incorrect information contained in the plan.

Assessing scientific content
In assessing this area, note the following
The maximum mark is 16
Only even marks are awarded (16, 14, 12 etc). Intermediate marks (15, 13, 11 etc)
cannot be used. This restricts examiners choice and increases the reliability of the
marking.
Descriptors are given for 16, 12, 8, 4 and 0 marks. Work is matched to these
descriptors. If a particular essay is considered to fall between the criteria for two
descriptors an intermediate even mark (14, 10, 6 etc) is awarded.
Candidates have approximately 40 minutes to plan and write their essays. It is
important that candidates who allocate their time wisely should be able to gain
maximum marks for what it is possible to write in this time. In practice, this amounts
to between three and four sides of normal handwriting.

Copyright 2008 AQA and its licensors. All rights reserved. klm
2
Essays do not have to be perfect to gain higher marks. The amount of detail required
by the specification should always be born in mind. Average A-grade candidates
should be able to achieve 12 marks so it would not be unreasonable to expect
around 15% of candidates to achieve such a mark.

Category Mark Descriptor
Exceptional 16 Material accurate and of a high standard throughout, reflecting a
sound understanding of the principles involved and a knowledge
of factual detail fully in keeping with a programme of A-level study.
In addition, there are some significant references to material that
indicates greater depth or breadth of study.
14
Good 12 Most of the material is of a high standard reflecting a sound
understanding of the principles involved and a knowledge of
factual detail generally in keeping with an A-level course of study.
Material accurate and free from fundamental errors, but there may
be minor errors that detract from the overall accuracy.
10
Average 8 A significant amount of the content is of appropriate depth. Shows
a sound understanding of most of the principles involved and
knowledge of factual detail generally in keeping with a programme
of A-level study. Most of the content is accurate with few
fundamental errors.
6
Poor 4 Material presented is largely superficial with only occasional
content of appropriate depth. Shows some understanding of some
of the basic principles involved. If greater depth of knowledge is
demonstrated, then there are fundamental errors.
2
Unacceptable 0 Such material as is relevant is both superficial and inaccurate.
Fails to demonstrate evidence of knowledge in keeping with a
programme of A-level study.

In marking scientific content, the first decision to be made is the category into which the
essay falls. Examiners will discuss a range of specimen scripts at the standardising meeting
that help them to make this decision. In general

An exceptional essay
reflects the detail that could be expected from a comprehensive knowledge and
understanding of relevant parts of the specification
is free from fundamental errors
maintains appropriate depth and accuracy throughout
includes two or more paragraphs of material that indicates greater depth or breadth
of study

A good essay
reflects the detail that could be expected from a comprehensive knowledge and
understanding of relevant parts of the specification
is free from fundamental errors
maintains appropriate depth and accuracy throughout


3
An average essay
contains a significant amount of material that reflects the detail that could be
expected from a knowledge and understanding of relevant parts of the specification.
In practice this will amount to about half the essay.
is likely to reflect limited knowledge of some areas and to be patchy in quality
demonstrates a good understanding of basic principles but will contain some errors
and evidence of misunderstanding

A poor essay
contains much material which is below the level expected of a candidate who has
completed an A-level Biology course although there will be occasional valid points
Contains fundamental errors reflecting a poor grasp of basic principles and concepts

Having decided on the basic category, examiners may award the mark above or below this
according to whether the candidate has exceeded the requirements or just failed to meet
them.

Assessing breadth

The mark scheme will include notes which indicate how the marks for breadth should
be awarded for individual essays. In determining the mark awarded for breadth,
content should ideally be taken from each of the areas specified if maximum credit is
to be awarded. Where the content is drawn from two areas, two marks should be
awarded and where it is only taken from a single area, one mark should be awarded.
However, this should only serve as a guide. The list is not exhaustive and examiners
are prepared to offer credit for the incorporation of relevant material from other areas
of study.
Marks are awarded independently. Therefore it is possible for a candidate to gain full
credit for breadth even though much of the essay is below the standard expected.

The general descriptors in the table below form the basis for awarding the mark for breadth.

Mark Descriptor
3 A balanced account making reference to most of the areas that might realistically be
covered in an A-level course of study
2 A number of aspects covered but a lack of balance. Some topics essential to an
understanding at this level not covered.
1 Unbalanced account with almost all material based on a single aspect
0 Material entirely irrelevant

For the following essay


4
The structure and importance of the plasma membranes that are found within and
around cells.

the descriptors are interpreted using these guidelines

Topic Section of specification
Structure
Plasma membrane structure
Prokaryotes and eukaryotes

1.3
1.3
Importance of membranes within cells
Membrane-bounded organelles
Chloroplasts
Mitochondria
Protein synthesis

1.3
2.4/4.3
4.4
5.6
Importance of membranes around cells
Diffusion, osmosis, active transport
Absorption from the gut
Receptors
Impulses and synapses
Hormone action

1.3
1.3
5.1
5.2
5.4

An essay which considers the relevant aspects of the structure of membranes and their
importance both within and around cells should be considered as offering a balanced
account making reference to most of the areas that might realistically be covered in an A-
level course of study and should therefore gain three marks.

Assessing relevance
Marks are awarded independently. Therefore it is possible for a candidate to gain full
credit for relevance even though much of the essay is below the standard expected.
Be reasonable in considering material presented in the introduction to the essay.
Many candidates will incorporate material of marginal relevance in the opening
paragraph.
Essays which are very short (under a page in length) should not be awarded 3
marks. Consideration should be give to awarding a maximum of 1 or 2 marks
according to the amount written.

Mark Descriptor
3 All material presented is clearly relevant to the title. Allowance should be made for
use of marginally relevant introductory material
2 Material generally selected in support of title but some of the main content of the
essay is only of marginal importance.
1 Some attempt made to relate material to the title but considerable amounts largely
irrelevant.
0 Material entirely irrelevant or too limited in quantity to judge.

Assessing quality of written communication
Marks are awarded independently. However, it is unlikely that a candidate will gain
full credit for the quality of written communication without a substantial proportion of
the essay content being of the standard expected.

5
Essays which are very short (under a page in length) should not be awarded 3
marks. Consideration should be give to awarding a maximum of 1 or 2 marks
according to the amount written.
Be reasonable in considering material presented at the end of the essay. Some
candidates will be rushed and may incorporate information in note form.

Mark Descriptor
3 Material is logically presented in clear English. Technical terminology has been
used effectively and accurately throughout.
2 Account is logical and generally presented in clear scientific English. Technical
terminology has been used effectively and is usually accurate.
1 The essay is generally constructed poorly and often fails to use an appropriate
scientific style and terminology to express ideas.
0 Material entirely irrelevant or too limited in quantity to judge.

Marking the essay

It is important that examiners show clearly how marks have been awarded. This is essential
if marking is to be standardised and helpful to centres who request return of papers. The
following conventions have been adopted.

A valid point reflecting the level of knowledge expected of an A-level candidate. Ticks are
not given merely for references to individual words or phrases as this gives a misleading
impression, especially where points are superficial.

X A cross is used to indicate a clear error.

Q The letter Q should be used to highlight poor use of terminology, inappropriate
style or sections of the essay where the meaning is unclear. It should not be
used to indicate simple spelling or grammatical errors.

A wriggly line in the margin indicates sections of the essay that are clearly
Irrelevant.

A double line in the margin indicates material that reflects greater depth or
breadth of study than might be expected of an A-level candidate.

6
The structure and importance of the plasma membranes that are found within and
around cells.

Plasma membranes are found in all living cells with the exception of bacteria. Their specific
functions may vary but their common purpose is to house and keep separate the contents of
organelles. Each membrane however has a specific goal.

Perhaps the most obvious membrane is the semi-permeable cell membrane. It
consists of a phospholipid bilayer of hydrophilic heads and hydrophobic tails.
This allows it to be selective in the diffusion of molecules according to their
polarity. A polar molecule will not be able to diffuse into the cell while other non
polar molecules such as oxygen will. It also assists in controlling the flow of
molecules in and out of the cell through channel proteins. In fact, the presence
of freely moving proteins in the bilayer can be related to a fluid mosaic.
Receptor proteins are also found on the membrane allowing hormones with
matching proteins to target cells by complimentary shaped proteins. Another
example is of the immune system where invading microorganisms have their
antigens expressed on the cell membrane allowing the immune response to start.

Cell membranes are also the sight of respiration for some bacteria where
mesosomes are believed to provide an increased surface area for the electron
transfer system. This is the same idea as the mitochondrial inner membrane. Its
many folds allow it to act as a good site for the electron transfer chain in
respiration. The function of this membrane is vital for most forms of life. The
mitochondrions outer membrane protects the organelle and provides space for
ions such as hydrogen ions to accumulate.

Another membrane with a highly adapted function is that of the rough
endoplasmic reticulum. Its high concentration of ribosomes on its surface allows
protein synthesis to occur faster and for them to be transported into the
organelle faster as the diffusion distance is shorter.

Proteins need to originate from somewhere. The nucleus also has a membrane.
Its function is to keep the nucleus separate, in an organelle, but to also be
porous enough to allow mRNA to be transported into the cytoplasm, eventually
to be translated at a ribosome. This membrane is therefore adapted for its
function be being porous, allowing mRNA chains to be transported.

Finally neurone cell membranes have a notable function. They contain large
amounts of sodium/potassium ion ATP pumps and Na/K ion protein channels. This
allows a concentration gradient of the two ions to be built up and maintained
across the membrane. The opening of the protein channels allows for sudden
X

Q

7
depolarisation and an action potential to be developed along with a refractory
period.

To sum up, cell membranes have many different functions to achieve their
specialised purpose.

For examiners use only

Mark Comment
S

8

B

2

R 3

Q 2

Very much an average essay. Introduces a number of points but
seldom explores them at sufficient depth. Error at the start but
corrected later.
Covers structure, function of membranes surrounding cells and
those round organelles, the first two, however, both a little
superficial.
Has kept to the topic throughout
In some cases the meaning is not absolutely clear, attributable to
poor expression rather than incorrect biology

Q

8
The structure and importance of the plasma membranes that are found within
and around cells.

All cells are surrounded by plasma membranes. Eukaryotic cells also contain
membrane-bounded organelles, while prokaryotes do not. The structure of the
cell membrane is highly adapted to its function.

The outer cell membrane is often referred to as a fluid mosaic model. It is
composed of a phospholipid bilayer, intrinsic and extrinsic proteins, cholesterol
and some carbohydrate. The diagram describes this.

The phospholipid molecules are very similar to triglyceride molecules in which
one of the three fatty acid molecules has been replaced by a phosphate group.
As the phosphate group is polar it interacts with water so is hydrophilic. When
phospholipids are placed in water they form a bilayer known as a micelle, which
is the same structure as the plasma membrane, i.e. hydrophilic heads on the
outside and hydrophobic tails on the inside..

The bilayer makes the structure partially permeable. Lipid soluble molecules
that are small are able to pass through the membrane by diffusion but water
soluble molecules cannot unless they are very small in size.

Sometimes molecules cannot simply diffuse through the membrane as they are
too large or not lipid soluble. They are still able to diffuse in down the
concentration gradient by a process called facilitated diffusion. This involves a
protein carrier molecule spanning the width of the membrane. This protein is
able to undergo a conformational change and take the substance concerned
through the membrane.


9
Some of the intrinsic proteins have gates on the top which must be opened by
the protein changing shape (possibly by a molecule binding to it) to allow
facilitated diffusion. An example of this is the voltage-gated sodium ion
channels in the axon membrane that open during the initiation of an action
potential.

Some protein molecules in the membrane act as carrier proteins but only when a
molecule of ATP binds to them and is dephosphorylated. This is the mechanism
behind active transport and occurs to move molecules or ions from an area of
low concentration to an area of high concentration. This involved the
expenditure of energy released during respiration. It occurs during selective
reabsorption in the cells lining the kidney. Active transport pumps glucose and
amino acids from the epithelial cells and so steepens the concentration gradient
between cytoplasm and lumen, allowing more glucose and amino acids to diffuse
into the cell. It also occurs in the cells of the plant root. Ions are actively
transported into the root hair cells, lowering the water potential and allowing
water to move in by osmosis. Water, by the way, is also a small molecule and can
diffuse through the membrane by osmosis.

The membrane can also control what takes place in a cell. For example, when a
carbohydrate molecule is attached to an extrinsic protein, a glycocalyx is
formed. This is often used for cell communication and for self-recognition to
avoid an immune response to our own cells.

Proteins in the surface membranes of cells can also act as receptor sites for
hormones. They have a complementary shape to that of the hormone and only
appear in the membranes of target cells. This is, for example, how mammary
glands in marsupials are able to produce two sorts of milk. It also accounts for
the specific action of reproductive hormones on certain organs. When a
hormone-receptor complex is formed, a second messenger such as cyclic AMP is
formed. This can activate enzymes within the cell and thus affect the cells
metabolism. Should the hormone be a steroid, it can enter the cell (as it is lipid
soluble) and forms a hormone receptor complex within the cell.

The hormone ADH is released from the posterior pituitary gland when
osmoreceptors detect a decrease in blood water potential. ADH targets the
cells lining the second convoluted tubule and collecting duct in the nephron.
When it binds to complementary receptor sites on the membranes of these
cells, aquaporins are stimulated to move from the cytoplasm to fuse with the
cell membrane. These allow water in the filtrate to move rapidly into the
interstitial fluid and thence into the blood, avoiding dehydration.

10
Also, in the gut, enzymes such as maltase are embedded in the plasma membrane
of the cells lining the gut which complete the absorption of carbohydrates. The
membranes of these cells are also folded to form large numbers of finger-like
processes called microvilli. These increase the surface area.

Therefore there are many different functions of cell membranes with many
different adaptations to these functions

All cells are surrounded by a plasma membrane. Eukaryotic cells also contain
membrane-bounded organelles, while prokaryotes do not. The structure of the
cell membrane is highly adapted to its function.

The outer cell membrane is often referred to as a fluid mosaic model. It is
composed of a phospholipid bilayer, intrinsic and extrinsic proteins, cholesterol
and some carbohydrate. The diagram describes this.

The phospholipid molecules are very similar to triglyceride molecules in which
one of the three fatty acid molecules has been replaced by a phosphate group.
As the phosphate group is polar it interacts with water so is hydrophilic. When
phospholipids are placed in water they form a bilayer known as a micelle, which
is the same structure as the plasma membrane, i.e. hydrophilic heads on the
outside and hydrophobic tails on the inside..

The bilayer makes the structure partially permeable. Lipid soluble molecules
that are small are able to pass through the membrane by diffusion but water
soluble molecules cannot unless they are very small in size.


11
Sometimes molecules cannot simply diffuse through the membrane as they are
too large or not lipid soluble. They are still able to diffuse in down the
concentration gradient by a process called facilitated diffusion. This involves a
protein carrier molecule spanning the width of the membrane. This protein is
able to undergo a conformational change and take the substance concerned
through the membrane.

Some of the intrinsic proteins have gates on the top which must be opened by
the protein changing shape (possibly by a molecule binding to it) to allow
facilitated diffusion. An example of this is the voltage-gated sodium ion
channels in the axon membrane that open during the initiation of an action
potential.

Some protein molecules in the membrane act as carrier proteins but only when a
molecule of ATP binds to them and is dephosphorylated. This is the mechanism
behind active transport and occurs to move molecules or ions from an area of
low concentration to an area of high concentration. This involved the
expenditure of energy released during respiration. It occurs during selective
reabsorption in the cells lining the kidney. Active transport pumps glucose and
amino acids from the epithelial cells and so steepens the concentration gradient
between cytoplasm and lumen, allowing more glucose and amino acids to diffuse
into the cell. It also occurs in the cells of the plant root. Ions are actively
transported into the root hair cells, lowering the water potential and allowing
water to move in by osmosis. Water, by the way, is also a small molecule and can
diffuse through the membrane by osmosis.

The membrane can also control what takes place in a cell. For example, when a
carbohydrate molecule is attached to an extrinsic protein, a glycocalyx is
formed. This is often used for cell communication and for self-recognition to
avoid an immune response to our own cells.

Proteins in the surface membranes of cells can also act as receptor sites for
hormones. They have a complementary shape to that of the hormone and only
appear in the membranes of target cells. This is, for example, how mammary
glands in marsupials are able to produce two sorts of milk. It also accounts for
the specific action of reproductive hormones on certain organs. When a
hormone-receptor complex is formed, a second messenger such as cyclic AMP is
formed. This can activate enzymes within the cell and thus affect the cells
metabolism. Should the hormone be a steroid, it can enter the cell (as it is lipid
soluble) and forms a hormone receptor complex within the cell.


12
The hormone ADH is released from the posterior pituitary gland when
osmoreceptors detect a decrease in blood water potential. ADH targets the
cells lining the second convoluted tubule and collecting duct in the nephron.
When it binds to complementary receptor sites on the membranes of these
cells, aquaporins are stimulated to move from the cytoplasm to fuse with the
cell membrane. These allow water in the filtrate to move rapidly into the
interstitial fluid and thence into the blood, avoiding dehydration.

Also, in the gut, enzymes such as maltase are embedded in the plasma membrane
of the cells lining the gut which complete the absorption of carbohydrates. The
membranes of these cells are also folded to form large numbers of finger-like
processes called microvilli. These increase the surface area.

Therefore there are many different functions of cell membranes with many
different adaptations to these functions

For examiners use only

Mark Comment
S

16

B

2

R 3

Q 3

This is impressive, considering that it was written in 40
minutes under examination conditions. Accurate and detailed
throughout, with significant reference to areas not covered by the
specification. No hesitation in awarding the maximum mark
here.
Makes no reference to membranes within cells.
Has kept to the topic throughout
Very well expressed and excellent use made of scientific
terminology

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