Mark schemes will be divided into two types.

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
	Effective analysis with arguments/ ideas given fully relevant, clear and developed. Opinion/conclusion is clear and fully supported.
	Good analysis with arguments/ideas given generally relevant, clear and developed. Conclusion/opinion is clear but may not be fully supported.
	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.
	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.
	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
	Effective analysis with arguments/ ideas given fully relevant, clear and developed. Opinion/conclusion is clear and fully supported.
	Good analysis with arguments/ideas given generally relevant, clear and developed. Conclusion/opinion is clear but may not be fully supported.
	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.
	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.
	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
	Effective analysis with arguments/ ideas given fully relevant, clear and developed. Opinion/conclusion is clear and fully supported.
	Good analysis with arguments/ideas given generally relevant, clear and developed. Conclusion/opinion is clear but may not be fully supported.
	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.
	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.
	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	Clearly expressed Shows commitment and passion Uses several pieces of evidence Uses scientific evidence based on research Up-to-date research Is likely to be an expert on the subject Uses personal experience Some consequences have been shown to be accurate by research Many people agree that the environment needs to be protected Other	Not balanced as only addresses one side of the issue Could be biased as her career and reputation based on this type of work Wants to get more money for research so exaggerates problem Some implications suggested may be unlikely Claims are based on projections that may not happen Other
Zhang Li	Some balance in the argument Some arguments have some credibility Argues strongly Refers to past experience and historical evidence Other	Not very respectful Exaggerated tone Generalised judgements Little evidence from research or factual material Mainly assertions Anecdotal Doesn’t focus on the main issue Other

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.
	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.

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