Examiners’ Report

June 2023
Int GCSE Single Science
Edexcel and BTEC Qualifications

Edexcel and BTEC qualifications come from 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 www.edexcel.com or www.btec.co.uk.

Alternatively, you can get in touch with us using the details on our contact us page at
www.edexcel.com/contactus.

Giving you insight to inform next steps

ResultsPlus is Pearson's free online service giving instant and detailed analysis of your
students' exam results.

See students' scores for every exam question.

Understand how your students' performance compares with class and national averages.
Identify potential topics, skills and types of question where students may need to develop
their learning further.

For more information on ResultsPlus, or to log in, visit www.edexcel.com/resultsplus. Your

exams officer will be able to set up your ResultsPlus account in minutes via Edexcel Online.

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:
www.pearson.com/uk.

June 2023

Publications Code 4SS0_1B_2306_ER

All the material in this publication is copyright

© Pearson Education Ltd 2023

Int GCSE Single Science 4SS0 1B 2

 Introduction

This was the second time that candidates had an opportunity to sit a full Summer series
examination since 2019. The examiners noted that almost all candidates attempted to
answer all questions and there was little evidence of candidates running out of time on this
paper. Candidates and centres are becoming more familiar with the reformed qualification
and are able to access all question types and demonstrate their knowledge and
understanding of the specification content and are able to apply this in familiar and novel
contexts. Candidates generally were better able to answer the experiment design item and
evaluative items than in previous series.

3 Int GCSE Single Science 4SS0 1B

Question 1 (a)

In Q01(a) most candidates were able to state two of the characteristics shared by living
organisms. Most common answers were reproduction and respiration. Some weaker
responses wrote about having cell structures.

This response scores both marks for reference to movement and

growth.

This response also gains both marks for growth and reproduction.

Int GCSE Single Science 4SS0 1B 4

 This response also gains both marks for respiration and growth.

5 Int GCSE Single Science 4SS0 1B

Question 1 (c)

Q01(c) asked candidates to explain one reason why viruses are not classified as living
organisms. Many candidates gained at least one mark, with the best responses explaining
that viruses do not show the characteristics of living organisms such as respiration or growth.
Others gained both marks for explaining that viruses can only reproduce inside a host cell.

This response gains both marks for explaining that a virus can only
reproduce using a host cell.

Int GCSE Single Science 4SS0 1B 6

 This response also gains both marks for explaining that a virus can
only reproduce using a host.

7 Int GCSE Single Science 4SS0 1B

This gains one mark for explaining that viruses do not have the
characteristics of living organisms.

If the response had given a suitable example such as growth it would

have gained the second mark.

Int GCSE Single Science 8

 Question 2 (b)

In Q02(b) candidates were asked to describe the processes that take place in the small
intestine. Most responses gained at least one mark for describing digestion or absorption.
The best responses also described the function of the enzymes released into the small
intestine and the role of the villi.

This response scores 4 marks. It refers to digestion and absorption. It

also mentions lipids digested by lipase, peptides into amino acids.

9 Int GCSE Single Science

This scores 2 marks for reference to absorption and the role of villi.

Int GCSE Single Science 10

 This response also scores 2 marks for reference to food being broken
down and food being absorbed.

11 Int GCSE Single Science

Question 2 (c)

Q02(c) presented candidates with a table of results of four food tests on four food
substances. Most candidates scored one or two marks for correctly identifying the presence
of starch or glucose in the food types. Responses were less likely to identify the presence of
lipid or protein in the food substances. The very best candidates were able to appreciate that
the Benedict's test indicated that substance W contained more sugars than substance Z.

Int GCSE Single Science 12

 This response gains 5 marks for noting that food W contains starch,
glucose, protein and lipid. They also note that food Z contains less
glucose than food W.

13 Int GCSE Single Science

This response also scores all 5 marks. It notes food W contains starch,
a high amount of glucose, protein and fats. It also notes that food Z
has a little glucose.

Int GCSE Single Science 14

 This response scores 4 marks. It notes that food W contains starch,
sugar, protein and lipid.

15 Int GCSE Single Science

Question 3 (a)

In Q03 candidates were given a diagram showing a cross-section through a leaf. In Q03(a)
they were asked to determine the magnification of the diagram when given the actual length
of the line PQ. Candidates found this item challenging although most scored at least one
mark, usually for measuring the line PQ correctly. The best candidates could convert mm to
µm and divide the diagram size in µm by 1100.

This response gains full marks for correctly calculating the

magnification.

Int GCSE Single Science 16

 This response scores 2 marks. It correctly measures the line PQ. It also
multiplies 70 by 1000 converting mm into µm.

This candidate gains 2 out of 3 marks because they have shown the
stages of their working. This shows the importance of always showing
your working in calculations.

17 Int GCSE Single Science

This response scores 1 mark for converting µm into mm.

Int GCSE Single Science 18

 Question 3 (b)

Q03(b) asked candidates to describe the differences between layer B and layer C. Many
candidates were able to score one or two marks, with the best candidates describing how B
is only one cell layer and in B the cells are closely packed and that B contains many
chloroplasts. Some responses wrote about layer A.

This response scores all 3 marks. It states that B has more chloroplasts
and is closer to the surface of the leaf. It also states that C is more
spongy.

19 Int GCSE Single Science

This response also scores 3 marks. It states layer B has more
chloroplasts, layer C has xylem and layer B compact and layer C
spongy.

Int GCSE Single Science 20

 This response scores 1 mark. It states layer C has more space.

This response wrote layer C as having more components, which is not

quite enough for only different cell type. Candidates should try and
use correct biological terminology to improve scores.

21 Int GCSE Single Science

Question 3 (c)

In Q03(c) candidates were asked to explain how layers A and B are adapted for their function.
Many responses gained one or two marks and the best scored three marks for explaining
how the epidermis is transparent to let light through and has a waxy cuticle to reduce water
loss and the entry of pathogens. Layer B contains many chloroplasts to absorb light, the
palisade cells are packed tightly to absorb light and contains xylem to transport water for
photosynthesis. Some candidates wrote about layer C, having misread the question.

This responses scores all 5 marks. It explains that A has a waxy cuticle
to stop pathogens and reduce water loss. It also writes that it is
transparent to let light through. In B it explains that cells are tightly
packed for absorption of light for photosynthesis.

Int GCSE Single Science 22

 This response also gains 5 marks. Layer A has a waxy cuticle to prevent
water loss and it is transparent to let light through. Layer B has many
chloroplasts to obtain most light for photosynthesis. Near top of leaf
for more sunlight.

23 Int GCSE Single Science

This response scores 3 marks. For A it gains with waxy cuticle allow
light through and reduce water loss. In B many chloroplasts for
photosynthesis.

To gain full marks responses need to link each structure or adaptation

with a function. So for example, many chloroplasts to absorb sunlight,
xylem to bring water for photosynthesis.

Int GCSE Single Science 24

 Question 4 (a)

Q04(a) gave candidates data on the number of two plant species growing at different
distances from a mine. They were asked to plot a bar graph to show how the mean number
of plants of species A and species B changes with the distance from the mine. Most bar
graphs scored at least 3 marks. The best responses scored full marks and chose a sensible
scale that allowed the data to be easily plotted. They labelled the axes with units and used a
clear key to identify species A and B. Common errors involved not using a linear scale or
omitting units from the graphs.

25 Int GCSE Single Science

This scores 5 marks.

Int GCSE Single Science 26

 This scores 4 marks as it does not have the correct units for the x axis
in m or y axis as it does not have per 100 m2.

27 Int GCSE Single Science

This scores 4 marks as it is a line graph.

Int GCSE Single Science 28

 Question 4 (b)

Q04(b) required candidates to describe a method the scientists could use to determine the
mean number of plants of species A in 100m2. Most responses gained credit with the best
responses describing how the scientists could use a quadrat and count the number of
species A present in, for example, a 0.25m2 quadrat. They could then repeat this and then
scale the answer up to get the number per 100m2.

This response gains 3 marks for using quadrat, counting number of

plants and repeating.

29 Int GCSE Single Science

This response also gains 3 marks for use quadrats, count the plants
and repeat.

Int GCSE Single Science 30

 This response scores one mark for repeating.

This answer uses calculate rather than count, so does not gain marking
point 2.

31 Int GCSE Single Science

Question 4 (c)

In Q04(c) candidates were asked to comment on the distribution of the two plant species.
Most responses gained marks with the best candidates commenting that overall fewer of
species B were found. They also noted that species A grew at a higher frequency near the
mine and decreased as the distance from the mine increased. This means species A is
tolerant to copper ions. Species B grew at highest frequency between 0.61 and 1.2m from the
mine and then also decreased further away. That both species decrease means that they face
more competition from other plant species.

This response gains 4 marks. Species A more frequent near to the

mine. Can grow in soil with copper. Other species survive better. They
write that species B also decreases in number until 2.4m when it is
higher than Species A.

Int GCSE Single Science 32

 This response also scores 4 marks. Species A grows best near to the
mine. Species B grows best from 0.61 to 1.2 m. Species A decreases as
does species B further away from the mine. More of species B at 2.4m
than species A.

33 Int GCSE Single Science

This response scores 2 marks. Species A grows more near the mine
entrance and species A is more adapted to copper.

Int GCSE Single Science 34

 Question 5

Q05 gave candidates a passage about genetic modification and they were asked to complete
the passage by writing a suitable word in each space. Most responses scored some marks
with the best responses gaining full marks. Some responses did not get the word 'transgenic'
or failed to recognise restriction or ligase enzymes. The terms are directly from the
specification.

This response gains full marks for gene, transgenic, restriction, ligase
and join.

35 Int GCSE Single Science

This response gains 4 marks for gene, restriction, ligase and connect.

Int GCSE Single Science 36

 This response gains 3 marks for gene, restriction, and join. Lipase is
another enzyme so misspelling cannot be credited here.

37 Int GCSE Single Science

Question 6 (a)(i)

In Q06(a)(i) candidates were given a diagram of the male reproductive system with some
structures labelled. They were asked to give the names of two structures. Almost all
responses could scores one mark for naming the testes but fewer were able to name the
sperm duct.

This scores both marks for correctly naming the sperm duct and the
testes.

Int GCSE Single Science 38

 This scores one mark for naming the testes.

39 Int GCSE Single Science

This also scores one mark for correctly labelling the testes.

Int GCSE Single Science 40

 Question 6 (a)(ii)

Q06(a)(ii) asked candidates to describe the role of structure R in reproduction. The best
responses gained both marks for describing the role of the penis as being placed into the
vagina during copulation to transfer semen. Some candidates had difficulty in expressing the
answer using appropriate and precise biological terms.

This response scores 2 marks for insertion into female vagina to

release sperm.

41 Int GCSE Single Science

This also scores both marks for ejaculates sperm into vagina.

This also scores both marks for goes into vagina and ejaculates.

Int GCSE Single Science 42

 Question 6 (b)(i)

In Q06(b)(i) candidates had to use a genetic diagram to show how the sex of a rat offspring is
determined. Even though this come straight from specification point 3.27, only the best
candidates were able to gain all three marks. They did this by showing how XX and XY
produce gametes X and X or Y leading to equal chance of XX or XY offspring. Some
candidates tried to use different letters or missed out gametes from their diagram.

This Punnett gains full marks.

43 Int GCSE Single Science

This diagram also gains full marks for showing parents, gametes
formed and offspring and phenotypes.

Int GCSE Single Science 44

 This response gains one mark for showing XX as female and XY as
male.

45 Int GCSE Single Science

This response does not score as candidates need to use XX and XY to
show sex determination.

Int GCSE Single Science 46

 Question 6 (b)(ii)

In Q06(b)(ii) candidates were told that rats had three offspring and to calculate the
probability that all three rat offspring were male. This was a challenging item at the end of
the paper so examiners were encouraged that the best candidates were able to calculate the
probability correctly. Candidates who knew that the chance of one male offspring was 0.5
gained one mark.

This response gains both marks for correctly calculating the

probability.

47 Int GCSE Single Science

This also gains both marks for calculating the probability as a fraction
and converting it to a percentage.

We would prefer probability to be expressed as a decimal but allowed

a fraction or a percentage.

Int GCSE Single Science 48

 This gains one mark for showing that the probability of one male is
50%.

49 Int GCSE Single Science

Question 7

Finally, Q07 was the experiment design item. Candidates were asked to design an
investigation to determine the effect of changing the colour of light on the rate of
photosynthesis in a water plant. Most candidates scored at least 3 marks, with many gaining
full marks for a clear description of a suitable controlled experiment using a water plant.

Int GCSE Single Science 50

 This response gains full marks. It refers to using the same plant species
(O), controlling the temperature (S2), changing the colour of light (C),
counting the number of bubbles (M1), in a stated time (M2) and
repeating the experiment (R).

51 Int GCSE Single Science

This gains 5 marks for (C) changing the colour, (S1) keeping the
distance the same, (M1) counting the bubbles, (M2) in a minute and (R)
repeating.

Int GCSE Single Science 52

 This scores 4 marks for (O) same species, (S2) temperature,
(C) changing colour and (S1) distance of light.

53 Int GCSE Single Science

Paper Summary

Based on their performance on this paper, candidates should:

Ensure that you read the question carefully and include sufficient points to gain full credit.
Include as many points as there are marks available in comment or deduce items.
Include how each feature is adapted for its function in explain items, such as how a leaf
layer is adapted.
Make sure you have practised calculations, especially magnification, understand and know
how to apply formulae and always include all your working.
Write in detail and use correct and precise biological terminology, such as those in
reproduction.
Make links between different parts of the specification, and when considering a question
remember to use all the knowledge and understanding you have gained throughout the
specification.
Make sure you know and understand all of the terms in the specification including
transgenic, ligase and restriction enzyme.
Be able to use genetic diagrams correctly and understand the inheritance of sex
determination.
Always be able to name the independent variable in experimental design questions and
give the range of values, the dependent variable, how you are going to measure it and the
control variables and explain how these will be controlled.
Always read through your responses and ensure that what you have written makes sense
and answers the question fully.

Int GCSE Single Science 54

 Grade boundaries

Grade boundaries for this, and all other papers, can be found on the website on this link:

https://qualifications.pearson.com/en/support/support-topics/results-certification/grade-
boundaries.html

55 Int GCSE Single Science

Pearson Education Limited. Registered company number 872828
with its registered office at 80 Strand, London WC2R 0RL.