Mark Scheme

Section A — Structured Questions

1. (a) Carbohydrates [1]. (b) Function: growth and repair of body cells/tissues (accept building/repairing muscle) [1]; two sources — e.g. meat, fish, eggs, cheese, beans/pulses (1 each, max 2) [2]. [3] (c) (up to 4) Saturated fats are usually solid at room temperature and come mainly from animal sources; unsaturated fats are usually liquid (oils) and come mainly from plant/fish sources (up to 2). Too much saturated fat raises blood cholesterol, which can block/narrow arteries and increase the risk of heart disease (up to 2). [4] (d)(i) Red pepper (128 mg) [1]. (d)(ii) Function — helps the body absorb iron / keeps skin, gums and blood vessels healthy / aids healing (1); deficiency — scurvy (bleeding gums, slow healing) (1). [2]

2. (a) Calcium [1]; source — e.g. milk, cheese, yoghurt (green leafy vegetables) (1) [2]. (b) (up to 3) Too little iron → not enough haemoglobin made → less oxygen carried by the blood → anaemia, causing tiredness/weakness/pale skin. Causal chain. [3] (c) (up to 4) Two functions explained: transports substances (nutrients, oxygen, waste) around the body in the blood; regulates body temperature (through sweating); is needed for chemical reactions/digestion; keeps cells and tissues hydrated. 1 + 1 each. [4] (d) (up to 4) Two factors explained: hot climate/exercise → more water lost as sweat, so more needed; body size/age; diet (salty/high-protein needs more); illness (fever/diarrhoea increases loss). Factor + why, each. [4]

3. (a) A balanced diet = one that contains all the nutrients in the correct proportions/amounts the body needs for good health [1]. (b) (up to 4) Two problems explained: tooth decay — sugar feeds bacteria that produce acid, damaging enamel; obesity — excess sugar provides extra energy stored as fat; type 2 diabetes — linked to high sugar/obesity. 1 + 1 each. [4] (c) (up to 4) Two ways explained: grill/bake instead of frying so less fat is added; trim visible fat off meat; use low-fat dairy; use unsaturated oils sparingly. Method + why it keeps meals appetising, each. [4] (d) (up to 4) Two reasons: fibre adds bulk and aids the movement of food through the gut, preventing constipation; it makes you feel full, helping control weight; can help lower cholesterol. 1 + 1 each. [4]

4. (a) (up to 2) The labourer does more physical activity/work, using more energy; may be more muscular; is active for longer. Any two. [2] (b) (up to 3) Regularly eating more energy than is used → the excess is stored as fat → weight gain → risk of obesity and related health problems. [3] (c) (up to 3) BMR = the rate at which the body uses energy at rest just to stay alive (basic functions such as breathing, heartbeat) [up to 2]; a factor — age, sex, body size/muscle, activity (any one) [1]. [3]

5. (a) Moist heat — e.g. boiling/steaming; dry heat — e.g. grilling/baking/roasting (1 each). [2] (b) (up to 4) Advantage — no fat added, so lower in fat; disadvantage — water-soluble vitamins (e.g. vitamin C) are lost/dissolve into the cooking water. Advantage + disadvantage with nutrient reference. [4] (c) (up to 3) Baking powder releases carbon dioxide gas when it is heated/mixed with liquid; the gas bubbles expand in the mixture and are trapped, making it rise; the structure sets on baking. [3] (d) (up to 2) Method + how it works: e.g. freezing — low temperature slows/stops bacterial growth; canning/bottling — heat kills bacteria and the sealed container keeps others out; drying — removes water so bacteria cannot grow; salting/sugaring — draws water out so microbes cannot multiply. Method (1) + explanation (1). [2]

Section B — Extended Response

6. (a) (up to 4) Two conditions explained: warmth (bacteria multiply fastest around body temperature/the "danger zone"); moisture (bacteria need water to grow); time (given enough time, numbers double rapidly); food/nutrients (high-risk foods). Any two, condition + why. [4] (b) (up to 6) Three rules with how each helps: wash hands before handling food (removes bacteria that could transfer to food); cook food thoroughly (high temperature kills bacteria); store food in the fridge/keep cold (slows bacterial growth); avoid cross-contamination (separate raw and cooked food/boards so bacteria are not transferred). 2 marks each (rule + explanation). [6]

7. (14 marks, levels-marked) Discussion of planning nutritious, balanced, low-cost, child-friendly meals, referring to nutrients, saving money and appeal to children.

• Level 3 (10–14): Detailed, balanced discussion covering all three areas; explains how to include the range of nutrients (protein, carbohydrate, some fat, vitamins/minerals, fibre) cheaply (e.g. pulses/eggs as cheaper protein, seasonal vegetables, cooking in bulk, buying own-brand/in season, reducing waste); and how to make meals appealing to children (colour, variety, involving them). Reaches a supported conclusion.
• Level 2 (5–9): Sound points on two or more areas, some explanation; some practical suggestions.
• Level 1 (1–4): Simple/general points, limited coverage.
• 0: Nothing creditable.

Sample Answers with Examiner Commentary

Question 2(b) — Sample Answers

Grade A response. "Iron is needed to make haemoglobin, which is the substance in red blood cells that carries oxygen around the body. If the diet is deficient in iron, the body cannot make enough haemoglobin, so the blood cannot carry as much oxygen. This leads to a condition called anaemia. A person with anaemia often feels very tired and weak, and may look pale, because their cells are not getting enough oxygen to release energy."

Mark: 3/3. Examiner commentary: A complete, well-sequenced answer. The candidate builds the causal chain that this "explain" question requires — too little iron → not enough haemoglobin → less oxygen carried → anaemia → tiredness/pallor — and names the condition correctly. Naming "anaemia" alone would earn only part of the marks; it is the explanation of why the deficiency causes the symptoms (reduced oxygen transport) that secures full marks.

Grade C response. "If you don't get enough iron you can get anaemia and feel tired all the time."

Mark: 1/3. Examiner commentary: The candidate correctly links iron deficiency to anaemia and tiredness, earning one mark, but the answer stops there. The question asks for an explanation, so the marks lie in the mechanism the candidate has omitted: iron is needed to make haemoglobin, haemoglobin carries oxygen, and it is the reduced oxygen supply that causes the tiredness. Adding those steps would take this from one mark to full marks.

Question 6(b) — Sample Answers

Grade A response. "One rule is to wash your hands thoroughly with soap before handling food, because hands can carry bacteria that would otherwise be transferred onto the food. A second rule is to cook food, especially meat, thoroughly until it is piping hot all the way through, because the high temperature kills harmful bacteria. A third rule is to keep raw and cooked foods separate, using different chopping boards, because this prevents cross-contamination, where bacteria from raw food are transferred to food that will not be cooked again."

Mark: 6/6. Examiner commentary: Full marks. The command word is "describe... explaining how each one helps", and the candidate does exactly that for all three rules: each rule is stated and then justified with the reason it reduces the risk (removing bacteria, killing bacteria with heat, preventing cross-contamination). The three rules are genuinely distinct, and the use of the term "cross-contamination" with its explanation shows precise understanding. This is a model structure for a six-mark "describe and explain" question.

Grade C response. "You should wash your hands, cook the food properly and keep the kitchen clean so you don't get food poisoning."

Mark: 3/6. Examiner commentary: Three sensible rules are given — handwashing, thorough cooking and cleanliness — which earns three marks, one per rule. However, the question asks the candidate to explain how each one helps, and no explanations are given. Adding a reason to each (hands carry bacteria; heat kills bacteria; cleaning removes bacteria and prevents cross-contamination) would double the mark. This is the classic case of listing points without the explanation that carries the other half of the marks.

Question 7 (14-mark discussion) — Sample Answer

Level 3 response (12/14). "A family can plan nutritious, balanced meals on a limited budget by thinking carefully about nutrients, cost and appeal.

First, meals should contain a range of nutrients. Every meal should include a source of protein for growth and repair, some carbohydrate for energy, a little fat, and plenty of fruit and vegetables for vitamins, minerals and fibre. The family does not have to buy expensive meat to get protein: cheaper sources such as eggs, beans, lentils and tinned fish provide protein at a much lower cost, and using a smaller amount of meat mixed with beans in a dish makes it go further.

To save money, the family could buy fruit and vegetables that are in season, choose supermarket own-brand products, and cook in bulk, freezing extra portions to avoid waste. Planning meals for the week and writing a shopping list helps to avoid buying things that are not needed. Using cheaper cuts and dried foods such as rice and pasta also keeps costs down.

Finally, meals need to appeal to young children. Bright, colourful vegetables, a variety of textures, and involving the children in choosing or preparing food can encourage them to eat well. Familiar meals made healthier — for example a homemade tomato pasta with hidden vegetables — are often more successful than completely unfamiliar dishes.

In conclusion, with careful planning the family can eat a balanced, nutritious diet cheaply. The key is to use inexpensive protein sources, shop wisely for seasonal and own-brand foods, reduce waste, and present meals in a way that appeals to the children."

Mark: 12/14. Examiner commentary: A strong Level 3 answer that covers all three required areas — nutrients, saving money and appeal to children — and, importantly, explains rather than lists. It shows real understanding of nutrition (naming cheaper protein alternatives and why they work), gives practical money-saving strategies with reasons, and offers sensible, child-focused ideas. The conclusion pulls the argument together. To reach the very top it could quantify or give one or two more specific examples, but the coverage and reasoning are thorough and well organised.