9Grade descriptions
Key Grade Descriptions are provided to give a general indication of the standards of achievement likely to have been shown by learners awarded particular grades. The grade awarded will depend in practice upon the extent to which the learner has met the assessment objectives overall. Shortcomings in some aspects of a learner’s performance in the examination may be balanced by a better performance in others.
Grade |
Grade description |
Grade A |
Learners characteristically demonstrate an excellent ability to:
global issues
|
Grade C |
Learners characteristically demonstrate a good ability to:
|
Grade E |
Learners characteristically demonstrate some ability to:
|
Sample questions
10Component 1 – Written Paper
SOURCE A – Declining Biodiversity
Most scientists agree that the natural world is suffering from declining biodiversity. Many species of plants and animals are in danger of disappearing or have already become extinct.
Causes of Declining Biodiversity |
|
Consequences of Declining Biodiversity |
Climate Change |
Crop Reductions and Less Food |
|
Deforestation |
Loss of Medicines and Drugs |
|
Invasive Species |
Increased Global Warming |
|
Loss of Habitat |
Faster Rate of Plant and Animal Extinctions |
|
Pollution |
Ecological Change |
|
Over-consumption of Resources |
Economic Insecurity e.g. loss of jobs |
|
Human Population Growth |
Natural Disasters e.g. flooding |
SOURCE B – Falling Biodiversity – A Television Discussion
Presenter: Should we be worried about more plants and animals becoming extinct?
Professor I have been studying biology as a scientist for many years in a well-known
Anika Roy: university research department. I have published many articles on the environment. We should be worried because the rate of biodiversity loss is increasing. It is estimated that 10-30% of animal species could be lost in the next 20 years. The International Union for Conservation of Nature claimed last year that 75% of genetic diversity of agricultural crops has been lost and that our food supplies are at risk. A third of the world’s reef-building corals are threatened with extinction, causing coastal floods and loss of habitat for other sea species. The list of problems goes on. We must act soon to prevent serious threats to our own human survival. Our environment is very important and should be protected.
Zhang Li: We do not need to be worried about the future. Professor Roy is wrong – she is trying to frighten us to get more money for her research. History shows us that scientists solve most of our problems. New technology will help us. For example, genetic engineering and improved understanding of how to grow crops in difficult conditions can ensure we have enough food. Newspapers, TV and the media all want to highlight problems to sell more copies – the situation is not as bad as they claim. Humans are right to use the earth’s resources for their benefit. However Professor Roy is correct when she says that we need to look after the environment.
SOURCE C – Extract from an internet discussion forum on improving biodiversity
Peter – I understand that people and organisations around the world have hurt the environment. Their selfish actions have caused the loss of species. But what should be done to make things better? How can we increase biodiversity?
Jane – It’s not easy. I think that it begins with individuals changing their lifestyles. We can live more simply and consume less. If we recycle we will look after the world’s resources. Less pollution will help biodiversity. Why don’t we all plant more trees in our gardens and create wildlife areas where we live? Lots of little things make a big difference.
Amrit – Yes, but the power of big business and our need for resources causes problems like deforestation. People need the land to grow food to eat and resources like trees and metals for buildings. This creates wealth to help the poor. We need businesses, but until business people change the way they treat the environment we can’t stop decreases in biodiversity. Governments must make laws to change the way business works. Governments can also educate businesses and train managers in how to care for the environment and about biodiversity.
Peter – But globalisation means that we all affect each other. Pollution in Europe affects people in Africa. The United Nations and international agreements are the only way to stop the problem.
Jane – I don’t agree! These big organisations and charities are just too slow; each country fights for their own interests and so the targets for change are too small. Too little too late! It’s you and me that can make a difference.
Refer to Source A
1 (a) Which of the Causes of Declining Biodiversity refers to animals and plants that have been introduced to a place where they do not naturally occur?
-
[2]
1 (b) Which one of the consequences in Source A do you think is the most important?
Explain why.
-
[4]
Refer to Source B
2 (a) Identify one statement of values in Source B. Explain why you think it is a
statement of values and whether you feel it supports the perspective of the source material well.
-
[4]
-
2 (b) Identify one fact in Source B. Explain why you think it is a fact and how it supports the perspective of the source material.
-
[4]
3 In this discussion, whose argument is most effective, Anika Roy’s or Zhang Li’s?
In your answer you should support your point of view with their words and phrases
and you may consider:
the strength of their knowledge claims
how reasonable their opinions are
whether you accept their values
their use of language
the strengths and weaknesses of their evidence
other relevant issues.
-
[8]
Refer to Sources A, B and C.
4 Which of the following ways do you think is most likely to increase biodiversity?
Global – e.g. through international organisations and environmental charities
creating environmental agreements
National – e.g. by governments increasing expenditure on the environment and education within countries
Local – e.g. community projects encouraging individuals and families to support biodiversity in their everyday actions e.g. creating local wildlife areas and recycling
In your answer you should:
give reasons for your opinions
use the material in the Sources and your own experience
show that you have considered different perspectives
state your conclusion.
-
[10]
MARK SCHEMES
Mark schemes will be divided into two types.
Generic Mark Schemes: These are applied to questions and do not contain reference to specific content of an individual question. Generic mark schemes may show marks in a band e.g. 13-16 marks. When using these mark schemes, the full range of marks is to be used when considering a learner’s score within a band.
Task Specific Mark Schemes: These show content specific to an individual question and will be written with the question.
Some questions may require the use of both types of mark scheme.
Component 1 – Mark Scheme
In Component 1, all of the questions are based on Sources which are available to learners within the examination paper. It is therefore very important to study this material prior to marking to become familiar with the context of the questions.
1 (a) (i) Which of the Causes of Declining Biodiversity refers to animals and plants that have been introduced to a place where they do not naturally occur? [2]
Task Specific Mark Scheme
Question |
Answer |
1 (a) |
Invasive species |
1 (b) Which one of the consequences in Source A do you think is the most important?
Explain why? [4]
Task Specific Mark Scheme
Learners are likely to give the following type of reasons to justify their choice:
Possible further impacts/additional effects e.g. natural disasters like flooding cause further damage and more loss of species
Urgency or time factors/speed of change e.g. loss of medicines is only a possible problem in the future therefore not important in comparison to disasters now
Degree of impact/seriousness/magnitude on biodiversity and natural world e.g. number of species affected
Degree of impact on people e.g. starvation and lack of food kills people
How many people/groups/countries are affected e.g. because so many people are affected by food shortages
Increasing cycle of difficulty/spiral of decline e.g. deforestation causes global warming so trees are lost due to fires and flooding so there is more deforestation
Opinion of experts e.g. scientific research suggests that this is the biggest threat
How easy to solve e.g. once you have lost a species or habitat it is almost impossible to get it back
Other reasonable response
Further guidance – learners may discuss any of the ‘consequence(s)’ from the right-hand column of Source A. Learners may use their own language to describe these consequences and develop the discussion using background knowledge and understanding, though this is not expected or necessary to gain full marks.
Generic Mark Scheme
Marks |
Description of Level |
4
|
Effective analysis with arguments/ ideas given fully relevant, clear and developed.
Opinion/conclusion is clear and fully supported.
|
3
|
Good analysis with arguments/ideas given generally relevant, clear and developed.
Conclusion/opinion is clear but may not be fully supported.
|
2
|
Basic analysis of issues and arguments/ideas are present but are not always relevant, clear or developed.
Conclusion/opinion is given but is not adequately supported.
|
1 |
Very little analysis of issues with very few arguments and ideas. Where present, they are not relevant, clear or developed.
A conclusion/opinion may given but not supported in any meaningful way.
|
0 |
Shows no analysis of the defined content. |
2 (a) Identify one statement of values in Source B. Explain why you think it is a
statement of values and whether you feel it supports the perspective of the source material well. [4]
Task Specific Mark Scheme
A statement of values is a subjective expression or view based on a code of values concerning what is right and wrong; a view based on moral principles or beliefs; an opinion based on an individual’s beliefs or views of what is desirable, important or highly regarded and not upon facts which can be checked or proved.
The following examples of value statements may be found in Source B and elaborated upon:
Our environment is very important and should be protected.
Humans are right to use the earth’s resources for their benefit.
Other reasonable response
Generic mark scheme
Marks |
Description of Level |
4
|
Effective analysis with arguments/ ideas given fully relevant, clear and developed.
Opinion/conclusion is clear and fully supported.
|
3
|
Good analysis with arguments/ideas given generally relevant, clear and developed.
Conclusion/opinion is clear but may not be fully supported.
|
2
|
Basic analysis of issues and arguments/ideas are present but are not always relevant, clear or developed.
Conclusion/opinion is given but is not adequately supported.
|
1 |
Very little analysis of issues with very few arguments and ideas.
Where present, they are not relevant, clear or developed.
A conclusion/opinion may be given but not supported in any meaningful way.
|
0 |
Shows no analysis of the defined content. |
2 (b) Identify one fact in Source B. Explain why you think it is a fact and how it supports the perspective of the source material. [4]
Task Specific Mark Scheme
A fact is something that can be checked or proved; something that is true and which can be verified from experience and observation; a piece of accurate information.
The following examples of facts may be found in Source B and elaborated upon:
Anika Roy is a biologist/scientist working in a university department
Anika Roy has worked as a scientist for many years
Anika Roy has published articles on the environment
The rate of biodiversity loss is increasing
Other reasonable response.
Generic Mark Scheme
Marks |
Description of Level |
4
|
Effective analysis with arguments/ ideas given fully relevant, clear and developed.
Opinion/conclusion is clear and fully supported.
|
3
|
Good analysis with arguments/ideas given generally relevant, clear and developed.
Conclusion/opinion is clear but may not be fully supported.
|
2
|
Basic analysis of issues and arguments/ideas are present but are not always relevant, clear or developed.
Conclusion/opinion is given but is not adequately supported.
|
1 |
Very little analysis of issues with very few arguments and ideas.
Where present, they are not relevant, clear or developed.
A conclusion/opinion may be given but not supported in any meaningful way.
|
0 |
Shows no analysis of the defined content. |
3. Refer to Source B.
In this discussion, whose argument is most effective, Anika Roy’s or Zhang Li’s?
In your answer you should support your point of view with their words and phrases and you may consider:
the strength of their knowledge claims
how reasonable their opinions are
whether you accept their values
their use of language
the strengths and weaknesses of their evidence
other relevant issues. [8]
Task Specific Mark Scheme
Learners are expected to evaluate the arguments and reasoning in the two statements and compare their effectiveness. They should make a supported judgement with some explanation about which person has the most effective argument.
Learners may consider the following types of issue:
quality of the argument
clarity
tone – emotive; exaggerated; precise; respectful
language
balance
quality of the evidence
relevance
sufficiency – sample size; amount and weight
source – media; radio; research
date – how recent
factual, opinion, value, anecdote
testimony – from experience and expert
knowledge claims
sources of bias
gender
political
personal values
experience
likelihood of consequences and implications of their ideas
acceptability of their values to others
how likely other people are to agree with their perspective/view.
Learners may interpret the strengths and weaknesses of the arguments in different ways. Assessors are marking the quality of their evaluation of the arguments and how well they support their conclusion. Some of the possible responses might be:
Person |
Strengths |
Weaknesses |
Professor Anika Roy |
|
|
Zhang Li |
|
|
Generic Mark Scheme
Marks |
Description of Level |
7-8 |
Effective, well-supported judgements and fully coherent, structured evaluation of different viewpoints/claims with a clear comparison.
A sufficient number of ideas/points are given, though there may be a slight lack of clarity at times.
The learner makes explicit reference to the words and phrases in the sources throughout.
The response is balanced. A clear assessment or conclusion is reached.
|
5-6 |
Good judgements and evaluation of different viewpoints/claims with a reasonable comparison.
Ideas/points are sufficient but they may be only partially supported, asserted or developed at times.
The learner often makes reference to the words and phrases in the statements.
An overall assessment or conclusion is reached.
|
3-4 |
Basic judgement and the response may not consider all of the viewpoints/claims with little if any attempt at comparison.
Ideas/points are present but are only partially supported or asserted, and lack clarity/relevance.
The response is likely to contain at least two or three undeveloped points.
The learner makes very little if any direct reference to the words and phrases in the statements.
|
1-2 |
Limited, unsupported discussion and the response is likely to consider only one of the viewpoints/claims very briefly or tangentially.
There is very little clarity in the argument. The response is likely to repeat the arguments simply or assert agreement/disagreement with the views expressed.
The response may not contain any clear ideas/points.
The response may mainly describe the learner’s own opinions on the issue rather than evaluating the arguments in the statements in the Source.
|
0 marks |
No relevant or creditworthy content. |
4. Refer to Sources A, B and C.
Which of the following ways do you think is most likely to increase biodiversity?
Global – e.g. through international organisations and environmental charities creating environmental agreements
National – e.g. by governments increasing expenditure on the environment and education within countries
Local – e.g. community projects encouraging individuals and families to support biodiversity in their everyday actions e.g. creating local wildlife areas and recycling.
In your answer you should:
give reasons for your opinions
use the material in the Sources and your own experience
show that you have considered different perspectives
state your conclusion. [10]
Task Specific Mark Scheme
Learners are expected to compare and assess the effectiveness of different forms of action to help increase biodiversity at global, local and individual levels. A judgement should be made about which types/level(s) of action are the most likely to succeed or work the most. The learners are expected to use and develop the material found in the Sources, but should go beyond simply repeating or recycling without adaptation. Other material may be introduced but it is not necessary to gain full marks.
The arguments used to consider different levels of response are likely to include:
reference to scale of impact
how long it takes to make a difference
the effects of cultural differences and beliefs
barriers to change
the power of collective action
the difficulties of changing individual behaviour
the influence of individuals and groups acting locally
the role of vested interests and power differences
greed and corruption prevent change
potential conflict
difficulties in coordinating globally and across different countries with independence
cost and access to resources to implement change
governmental responses and action
the need for campaigns and role models
other reasonable response.
The following levels of response should be used to award marks.
Marks |
Description of Level |
9-10 |
Very effective, well-supported and logical reasoning about the perspectives/ arguments.
Coherent, structured argument and with a clear comparison of perspectives/arguments.
A range of clearly reasoned arguments and/or evidence to support the views expressed are given, with a sufficient number of developed points, though there may be a slight lack of clarity at times.
The response is balanced.
A clear assessment or conclusion is reached.
|
7-8 |
Good argument and judgements about the perspectives/arguments.
Good attempt to compare different perspectives/arguments with some structure, though there may be uneven treatment.
The response is likely to contain some arguments and/or evidence to support the views expressed, with at least two or three developed points, and some undeveloped points.
A logical assessment or conclusion is reached. |
5-6 |
Reasonable argument about the perspectives/arguments.
There is some relevant argument but little structure. Some attempt to make a judgement may be present; however it may be implicit.
The response is likely to contain only two or three undeveloped points.
An assessment or conclusion is attempted but may not be convincing. |
3-4 |
Only a basic argument about the perspectives/ arguments.
Arguments are likely to be very generalised and/or lack relevance.
The focus may be on related issues rather than a direct response.
A conclusion may be attempted but is not really relevant. |
1-2 |
Very little argument about the perspectives/ arguments.
There is very little clarity in the argument.
The response is likely to assert a very simple view or describe the issue very generally.
The response may not contain any relevant points or may simply recycle or copy elements of the sources.
|
0 |
No relevant or creditworthy content. |
Further Guidance
Developed points usually have at least two aspects and contain some extension/explanation/ exemplification e.g. Zhang’s argument is not as strong as it could be because it doesn’t have facts to back up the point about declining biodiversity not being a problem; for example scientific research and information about the subject would add strength.
Undeveloped points are usually a simple statement or assertion that is not taken much further and may appear to be ‘list-like’ e.g. Zhang’s argument is not very good because there are no facts to back up the idea that declining biodiversity is not a problem.