5090_s26_ms_21 2026 May-June Biology 5090 Mark Scheme 2 Variant 1 · Cambridge CAIE O Level

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5090_s26_ms_212026 May-June Biology 5090 Mark Scheme 2 Variant 1

This is the official Cambridge mark scheme for Biology (5090) Mark Scheme 2 (Variant 1) from the 2026 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: 5090_s26_ms_21 · 5090/21/m/j/26 ms · 5090/21 May/June 2026 ms

Paper 2: Theory This is Paper 2: Theory, worth 80 marks with a duration of 1h 45m. Structured and free-response questions. All questions are compulsory. Requires extended writing, data analysis, and application of biological knowledge.

This mark scheme corresponds to 5090_s26_qp_21. 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 (5090), 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 (5090) Mark Scheme 2 (Variant 1) from other exam sessions — practise the same paper across the years, then check each one against its mark scheme.

Examiner Insights — Paper 2: Theory

Based on analysis of 4 official Cambridge documents (2023, 2024, 2025)

1

Describing antibiotic resistance using Lamarckism instead of natural selection

Very few candidates could give a coherent description of how antibiotic use has led to the spread of antibiotic-resistant bacteria. Answers often invoked Lamarckism by stating the antibiotics cause a change in the bacteria and that this change is inherited.5090 Paper 2/21, May/June 2023

How to fix: Use the correct natural selection framework: (1) random mutation creates variation in the bacteria population, (2) bacteria with the resistance allele survive antibiotic treatment, (3) surviving bacteria reproduce and pass the beneficial allele to offspring, (4) over generations the resistant strain becomes more common. Never say the antibiotic 'causes' the bacteria to change.

2

Confusing global warming with ozone depletion — attributing wrong causes and effects

There is still some confusion between global warming and the destruction of the ozone layer. Very few appreciated that removing trees would remove minerals from the system.5090 Paper 2/21, May/June 2023

How to fix: Global warming: burning fossil fuels releases CO2 and methane which trap infrared radiation (greenhouse effect) causing temperature rise. Ozone depletion: CFCs break down ozone (O3) in the stratosphere allowing more UV radiation to reach Earth. These are two separate environmental problems with different causes, different gases, and different consequences. Never mix them.

3

Describing osmosis using vague concentration language instead of water potential

When explaining osmosis, the best answers referred to the differences in water potential inside and outside the cell. Candidates should be encouraged to use this terminology, as stated in the syllabus. If they describe concentration differences, it is often unclear whether they are referring to water or solute concentration.5090 Paper 2/21, May/June 2023

How to fix: Always use the term 'water potential' when explaining osmosis. The correct definition: osmosis is the net movement of water molecules from a region of higher water potential to a region of lower water potential through a partially permeable membrane. Saying 'high concentration to low concentration' is ambiguous and loses marks.

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Biology Exam Guide: How to Score Higher

Top mistakes, scoring patterns & answer frameworks from 4 official Cambridge documents