9700_s24_ms_23 — 2024 May-June Biology 9700 Mark Scheme 2 Variant 3 · Cambridge CAIE AS & A Level

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9700_s24_ms_23 — 2024 May-June Biology 9700 Mark Scheme 2 Variant 3

This is the official Cambridge mark scheme for Biology (9700) Mark Scheme 2 (Variant 3) from the 2024 May-June session. Mark schemes show exactly how each mark is awarded, including acceptable alternative answers, required key terms, and common errors that lose marks. Cambridge mark schemes use notation like "allow," "accept," and "do not credit" to define the boundary between full marks and zero.

Also referenced as: 9700_s24_ms_23 · 9700/23/m/j/24 ms · 9700/23 May/June 2024 ms

Paper 2: AS Structured Questions — This is Paper 2: AS Structured Questions, worth 60 marks with a duration of 1h 15m. Point-based marking. Draw what you SEE in micrographs, not textbook diagrams. Use 'water potential' not 'water concentration'.

This mark scheme corresponds to 9700_s24_qp_23. For maximum revision benefit, attempt the question paper under strict exam conditions first, then use this mark scheme to self-assess. Pay attention to the marking notation: "allow" means an alternative is accepted, "do not credit" means a specific phrasing is rejected even if technically correct, and "ORA" (or reverse argument) means the mark can also be earned with the opposite reasoning.

Cambridge mark schemes reward precise language. For Biology (9700), look for keywords the examiner requires — definitions must include specific terms (e.g., "per unit mass," "resultant"), and calculations must show working even if the final answer is correct. Understanding mark scheme conventions helps you write answers that hit every marking point, not just the general idea.

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Same paper, other years

Biology (9700) Mark Scheme 2 (Variant 3) from other exam sessions — practise the same paper across the years, then check each one against its mark scheme.

Examiner Insights — Paper 2: AS Structured Questions

Based on analysis of 6 official Cambridge documents (2023, 2024, 2025)

1

Confusing similar scientific terms with very different meanings

“Pairs of similar scientific terms with very different meanings were sometimes confused. For example, some candidates mixed up antibiotics and antibody, antibodies and antigens, and introns and exons.”— Paper 2, March 2023

How to fix: Make flashcards for commonly confused pairs: antibody/antigen, antibiotic/antibody, intron/exon, gene/allele, centromere/centrosome, primary transcript/mRNA, collagen molecule/collagen fibre, smooth muscle/elastic tissue. Test yourself by defining each without looking.

2

Using 'water concentration' instead of 'water potential' in osmosis

“Candidates should use the terms 'water potential' and 'water potential gradient'. The terms 'water concentration' and 'water concentration gradient' are not appropriate.”— Paper 2, March 2025

How to fix: Always write 'water potential' (never 'water concentration'). Water moves from higher water potential to lower water potential. A more negative water potential means lower water potential. Pure water has a water potential of zero.

3

Imprecise membrane naming — saying 'membrane' instead of the specific membrane

“Candidates should be clear when referring to a specific membrane. If it is the membrane that surrounds the cell, it must be referred to as a cell surface membrane.”— Paper 4, May/June 2023

How to fix: Always specify WHICH membrane: 'cell surface membrane' (not just 'membrane'), 'inner mitochondrial membrane', 'thylakoid membrane', 'presynaptic membrane', 'postsynaptic membrane', 'tonoplast'. Just saying 'membrane' is too vague to earn marks.

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Top mistakes, scoring patterns & answer frameworks from 6 official Cambridge documents