Pearson Edexcel A Level GCE

Mark Scheme (Results) Summer 2025 Pearson Edexcel A Level GCE In Biology A Salters - Nuffield (9BN0) Paper 2: Energy, Exercise and Co-ordination Edexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at or . Alternatively, you can get in touch with us using the details on our contact us page at Pearson: helping people progress, everywhere Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: Summer 2025 Question Paper Log Number 78658A Publications Code 9BN0_02_2506_MS All the material in this publication is copyright © Pearson Education Ltd 2025 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. Question Number Answer Additional Guidance Mark 1 (a)(i) • unit conversion correct (1) • correct answer derived by dividing by actual size (1) Example of calculation width on image is 5mm = is 5 x 106 nm / 5 000 000 nm or width of cisterna as 20 x10-6 mm 5 000 000 ÷ 20 = (x) 250 000 ECF – 1 mark for x 25 000 Correct answer with no working gains full marks (2) Question Number Answer Additional Guidance Mark 1 (a)(ii) An answer that makes reference to two of the following: • two pairs of centrioles (1) • centrioles at the poles of the cell (1) • no {nucleus / nuclear envelope} is present (1) IGNORE reference to other organelles ALLOW a pair of centrioles on each side of the cell gains the first two marking points ALLOW nuclear membrane has broken down (2) Question Number Answer Additional Guidance Mark 1 (b) A description that makes reference to four of the following: • (the polypeptide) { is folded / forms 3D shape / folds into globular shape / tertiary structure is formed } in the rER (lumen) (1) • transported to Golgi apparatus in vesicles (from rER) / vesicles fuse with Golgi apparatus (1) • addition of carbohydrate in Golgi apparatus (1) • packaged into (secretory) vesicles by Golgi apparatus (1) • exocytosis (1) Do not allow reference to this happening at or on the rER ALLOW sugar, glucose, disaccharide for carbohydrate IGNORE glycogen ALLOW description of exocytosis as fusing of membranes of vesicle with cell surface membrane (4) Question Number Answer Additional Guidance Mark 2 (a) An explanation that makes reference to three of the following: • depth of breathing increases / tidal volume would increase (1) • breathing rate would increase (1) • as carbon dioxide is not removed / carbon dioxide in air increases (1) • so {more carbon dioxide / reduced pH} in blood (1) ALLOW as carbon dioxide in spirometer increases ALLOW: inhaling more carbon dioxide (3) Question Number Answer Mark 2 (b) (i) The only correct answer is C (14) A is not correct because 6 breaths per minute is not the resting breathing rate shown on the spirometer B is not correct because 7 breaths per minute is not the resting breathing rate shown on the spirometer D is not correct because 16 breaths per minute in not the resting breathing rate shown on the spirometer (1) Question Number Answer Mark 2 (b) (ii) The only correct answer is A (0.5) B is not correct because this is the tidal volume during exercise C is not correct because this is twice the number of troughs to 30 second point at rest D is not correct because this is one minute in seconds (1) Question Number Answer Additional Guidance Mark 2 (b)(iii) An answer that makes reference to three of the following: • take measurements during rest and during exercise (1) • repeat when collecting {rest / exercise} data to calculate a mean (1) • calculate decrease in volume (1) • work out the change in rate of oxygen uptake (1) (3) Question Number Answer Additional Guidance Mark 3 (a) A description that makes reference to the following: • hydrophilic component by phosphate heads (1) • hydrophobic component in {fatty acid tails / hydrocarbon chains } (1) ALLOW marks from an annotated diagram ALLOW phospholipid heads for phosphate heads ALLOW hydrophilic part faces the outside (of the phospholipid bilayer) ALLOW hydrophobic part faces the inside (of the phospholipid bilayer) (2) Question Number Answer Additional Guidance Mark 3 (b) An explanation that makes reference to four of the following: • protein S (1) • (protein S) is a {carrier protein / pump } (1) • (as) oxygen concentration increases more {(aerobic) respiration occurs / ATP is formed } (1) • (so) active transport increases (1) • (therefore) more of ion P can be taken up (1) ALLOW more rapid changing of shape (4)