AQA A-Level Biology Paper 3, June 2025: Question 6

Question Marking Guidance Mark Comments

1. Remove shading/hatching;

2. Have the same number of ribs on each side

OR

Make the sizes of the muscles/ribs more

accurate on each side;

3. Use single/continuous/joined line

OR

Do not use sketching

2 max

06.1 OR (2 x

AO3)

No crossing or hanging lines;

4. Not have the label line (for B) crossing/

obscuring the drawing;

5. (Add a) scale (bar); 5. Ignore (add)

magnification

6. Simplify the trachea/bronchus/bronchioles/

alveoli/structure 6. Accept reduce the

amount of detail

OR

Draw (only) the outline of tissues;

1. A contracts and pulls ribs up/out; If ‘contracts’ is not

mentioned, allow 1

mark for correct

2. B contracts and moves down; movement of both

structures

1. For A accept

(external)

intercostal muscle

2 For A reject

1.

06.2 (2 x internal intercostal

AO1) muscle

2. For B accept

diaphragm

2. For moves down

accept ‘flattens’

Answer of 5(.347883598) = 2 marks;; Accept any correct

rounding

Evidence of correct answer but incorrect rounding

e.g. 5.34 = 1 mark

OR

Evidence of 5347.883598 (answer in cm3)

= 1 mark

06.3 (2 x

OR AO2)

Evidence of numbers 5347883598 (ignore position

of decimal point, incorrect order of magnitude)

= 1mark

OR

Evidence of 20 215/20.215 (calculated the

numerator) = 1 mark;

1. (Known) contact with asbestos; 1. Accept

descriptions of

2. A latency period of 15–40 years contact with e.g.

exposure to

18 OR 1. Accept ‘(fibrous)

mineral’ for

A long latency period 2 'asbestos’

06.4 (2 x

OR AO3) 2. Accept a long time

between exposure

(Diagnosis) at least 15 years after; and symptoms

2. Accept any

number of given

years between 15

and 40 for latency

period/diagnosis

Accept converse for all

1. Less painful/invasive;

mark points in the

context of a biopsy

2. Less (risk of further) lung damage

1. Accept no surgery

OR (needed)

2 max

06.5 Less (risk of more) scar tissue; (2 x

AO3)

3. Less risk of infection/death;

4. Cheaper;

5. Quicker (procedure/results/recovery);

Unethical not to treat (control group); 1

06.6 (1 x

AO3)

Ignore answers

Max 3 for reasons FOR or AGAINST

relating to sample size

FOR (no mark)

1. Both (diseases) involve the formation of scar 9. Accept any

tissue reference to side

OR effects for or

against for 1 mark

Both (diseases) have similar symptoms 19

OR

(Drug/s) can slow the formation of scar tissue

OR

(Drug/s) can slow the symptoms/progression;

2. Both drugs equally as effective; 2. Must be clearly

stated and not

3. (Investigated) in humans/people; inferred

4. Long-term effects are known

OR

(It is) a long-term investigation;

AGAINST (no mark) 4 max

06.7 5. Is not a cure (4 x

AO3)

OR

Only reduces the formation of scar tissue;

6. Neither drug affects the cause/DNA damage;

7. Formation of scar tissue might

not be the same (for asbestosis)

OR

(Only) investigated in IPF

OR

Not investigated in asbestosis

OR

Needs investigating in asbestosis;

8. No control (group) to compare with 8. Accept

descriptions of

OR this, e.g. do not

know percentage

No group without treatment/drugs to compare of patients still

with alive without

treatment.

Question 7 Level of response marking guidance

Level of response marking instructions

Level of response mark schemes are broken down into levels, each of which has a descriptor. The

descriptor for the level shows the average performance for the level. There are marks in each level.

Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as

instructed) to show the qualities that are being looked for. You can then apply the mark scheme.

Step 1 Determine a level

Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the

descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in

the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it

meets this level, and so on, until you have a match between the level descriptor and the answer. With

practice and familiarity you will find that for better answers you will be able to quickly skip through the

lower levels of the mark scheme.

When assigning a level you should look at the overall quality of the answer and not look to pick holes in

small and specific parts of the answer where the student has not performed quite as well as the rest. If

the answer covers different aspects of different levels of the mark scheme you should use a best fit

approach for defining the level and then use the variability of the response to help decide the mark within

the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be

placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.

Step 2 Determine a mark

Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate

marks can help with this. The exemplar materials used during standardisation will help. There will be an

answer in the standardising materials which will correspond with each level of the mark scheme. This

answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer

with the example to determine if it is the same standard, better or worse than the example. You can then

use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.

You may well need to read back through the answer as you apply the mark scheme to clarify points and

assure yourself that the level and the mark are appropriate.

Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be

exhaustive and you must credit other valid points. Students do not have to cover all of the points

mentioned in the Indicative content to reach the highest level of the mark scheme.

An answer which contains nothing of relevance to the question must be awarded no marks.