IB Biology: Ecology, Evolution, and Classification (Extra Questions)

IB Biology: Ecology, Evolution, and Classification — Short Answer & Long

Answer Sets

Short Answer Questions (2–4 marks each)

1.​ Define a food chain and state its typical length in terrestrial ecosystems.​
[2 marks]​
Answer: A food chain is a linear sequence of organisms through which energy passes.
Terrestrial food chains usually have 3–5 trophic levels.
2.​ List two differences between autotrophs and heterotrophs.​
[2 marks]​
Answer: Autotrophs produce their own food via photosynthesis or chemosynthesis;
heterotrophs obtain food from other organisms.
3.​ Outline how energy is lost between trophic levels.​
[3 marks]​
Answer: Energy is lost as heat during respiration, through excretion, and in
unconsumed/undigested biomass.
4.​ State one abiotic factor and one biotic factor that influence population size.​
[2 marks]​
Answer: Abiotic: temperature; Biotic: availability of food or predation.
5.​ Describe the role of decomposers in an ecosystem.​
[3 marks]​
Answer: Decomposers break down dead organisms, recycle nutrients back into the
soil, and make them available to producers.
6.​ Distinguish between detritivores and saprotrophs.​
[3 marks]​
Answer: Detritivores ingest dead material and digest it internally (e.g., earthworms).
Saprotrophs secrete enzymes and absorb digested nutrients externally (e.g., fungi).
7.​ Define species, population, and community.​
[3 marks]​
Answer: Species: group of organisms that can interbreed; Population: group of same
species in a given area; Community: multiple populations interacting in an area.
8.​ Identify one impact of the enhanced greenhouse effect on polar ecosystems.​
[2 marks]​
Answer: Melting ice caps reduce habitat for species like polar bears and disrupt food
chains.
9.​ State the main source of methane in agricultural ecosystems.​
[2 marks]​
Answer: Anaerobic digestion in the digestive systems of livestock, especially cattle.
10.​Outline one way in which mesocosms can help investigate ecosystem dynamics.​
[3 marks]​
Answer: Mesocosms simulate natural ecosystems in controlled environments, allowing
testing of variables like nutrient levels or light.
IB Biology: Ecology, Evolution, and Classification (Extra Questions)
11.​Name one greenhouse gas and explain its effect.​
[2 marks]​
Answer: Carbon dioxide (CO₂); traps infrared radiation and contributes to global
warming.
12.​What is the role of nitrogen in ecosystems?​
[3 marks]​
Answer: Nitrogen is essential for the synthesis of amino acids and nucleic acids; it
cycles through nitrogen fixation, assimilation, and decomposition.

Long Answer Questions (6–8 marks each)

1.​ Explain the flow of energy and cycling of nutrients in a terrestrial ecosystem.​
[6 marks]​
Answer: Energy flows from the sun to autotrophs, then through trophic levels with
~10% transfer efficiency. Energy is lost as heat and not recycled. Nutrients like nitrogen
and phosphorus are recycled by decomposers and made available to autotrophs.
Nutrient cycles include uptake, consumption, death, and decomposition.
2.​ Discuss how natural selection can lead to evolution using two examples.​
[8 marks]​
Answer: Natural selection involves variation, competition, survival of the fittest, and
inheritance. In finches, beak variation suited different food sources, leading to speciation.
In bacteria, antibiotic resistance mutations allow survival and reproduction in treated
environments, increasing resistance prevalence.
3.​ Evaluate the effects of human activity on the carbon cycle.​
[6 marks]​
Answer: Deforestation reduces CO₂ uptake; burning fossil fuels adds CO₂ to
atmosphere; these increase greenhouse gas levels, enhancing climate change. Ocean
acidification and global warming result. Sustainable practices (reforestation, renewable
energy) mitigate impacts.
4.​ Compare the processes of gradual divergence and speciation with reference to isolation
mechanisms.​
[6 marks]​
Answer: Gradual divergence is slow genetic divergence in separated populations.
Speciation occurs when divergence leads to reproductive isolation. Geographic isolation
causes allopatric speciation; behavioral or temporal barriers can also prevent
interbreeding (sympatric).
5.​ Analyze how food webs illustrate the complexity of ecosystem interactions, using
appropriate terminology.​
[8 marks]​
Answer: Food webs show interconnections between producers, consumers, and
decomposers. Unlike food chains, they show multiple feeding relationships. Organisms
IB Biology: Ecology, Evolution, and Classification (Extra Questions)
may occupy multiple trophic levels. Arrows represent energy flow. Disruption at one level
affects the entire web.
6.​ Design an experiment using a mesocosm to investigate the impact of light intensity on
autotrophic biomass. Include your hypothesis, variables, and expected outcome.​
[8 marks]​
Answer: Hypothesis: Higher light intensity increases autotroph biomass. Independent
variable: light intensity; dependent variable: biomass measured by mass/area. Control:
same nutrient levels, same species, temperature. Mesocosms in identical containers,
monitored over time. Expect greater biomass with more light.
7.​ Discuss how climate change can influence the distribution of species and the structure of
communities.​
[8 marks]​
Answer: Species may shift to higher altitudes or latitudes. Some may go extinct if
unable to adapt/migrate. Predator-prey dynamics and pollination may be disrupted.
Invasive species may outcompete natives. Loss of keystone species can collapse
communities.
8.​ Explain the evidence supporting evolution based on homologous structures and fossil
records.​
[6 marks]​
Answer: Homologous structures have similar anatomy but different functions, indicating
common ancestry (e.g., pentadactyl limbs). Fossils show gradual change over time and
transitional forms. Combined, they support descent with modification.
IB Biology: Ecology, Evolution, and Classification (Extra Questions)

IB Biology Final Exam Practice: Ecology, Evolution and Classification​

More Extra:

Question 1.​
Evaluate the limitations of using quadrat sampling in ecosystems with mobile organisms, and
propose an alternative method for population estimation.​
[6 marks]

Markscheme:

●​ Quadrat sampling is suited for sessile or slow-moving organisms. [1]

●​ Mobile organisms may enter or leave the quadrat area during observation, leading to
inaccurate counts. [1]
●​ Presence of observer may influence animal behavior. [1]
●​ Alternative: Capture-mark-recapture. [1]
●​ Explanation: Involves capturing, marking, releasing, and recapturing to estimate
population using proportion data. [1]
●​ More effective for mobile organisms as it accounts for movement and estimates total
population using formula. [1]

Question 2.​
Analyze the ecological consequences of having saprotrophs completely removed from an
ecosystem.​
[6 marks]

Markscheme:

●​ Decomposition of dead organisms would cease. [1]

●​ Inorganic nutrients (e.g., nitrates, phosphates) would not be recycled into the soil. [1]
●​ Producers (autotrophs) would not have access to essential nutrients. [1]
●​ Growth of producers would decline, reducing primary productivity. [1]
●​ Collapse of food chains due to lack of energy input and trophic transfer. [1]
●​ Accumulation of dead organic matter and ecosystem would become unsustainable. [1]

Question 3.​
Using the diagram of the carbon cycle provided, assess how deforestation and increased
combustion affect the equilibrium of carbon transfer in an ecosystem.​
[8 marks]

Markscheme:
IB Biology: Ecology, Evolution, and Classification (Extra Questions)
●​ Deforestation reduces photosynthesis, less CO2 uptake. [1]
●​ Combustion increases CO2 input into the atmosphere. [1]
●​ Results in increased atmospheric CO2 concentration. [1]
●​ Disrupts balance between input (combustion, respiration) and output (photosynthesis).
[1]
●​ Higher CO2 levels intensify greenhouse effect. [1]
●​ Affects global climate patterns (warmer temps). [1]
●​ May lead to ocean acidification from dissolved CO2. [1]
●​ Slows down growth of autotrophs and alters species distribution. [1]

Question 4.​
Compare and contrast the roles of methane and carbon dioxide in the enhanced greenhouse
effect, referring to both their origin and impact.​
[6 marks]

Markscheme:

●​ Both are greenhouse gases that trap infrared radiation. [1]

●​ CO2 has higher atmospheric concentration than CH4. [1]
●​ CH4 is more efficient at trapping heat per molecule. [1]
●​ CO2 originates mainly from combustion and respiration. [1]
●​ CH4 is produced by methanogenic archaea in anaerobic environments and livestock. [1]
●​ CH4 is oxidized to CO2 and water, contributing further to CO2 levels. [1]

Question 5.​
Discuss how the concept of natural selection explains both the adaptation of Galapagos finches
and the emergence of antibiotic-resistant bacteria.​
[8 marks]

Markscheme:

●​ Natural selection: variation, competition, survival of the fittest, inheritance of traits. [1]
●​ Finches: variation in beak shape due to mutation/reproduction. [1]
●​ Different beaks better suited for different food types. [1]
●​ Those with suitable beaks survived and reproduced, passing on traits. [1]
●​ Bacteria: some had mutations for antibiotic resistance. [1]
●​ Antibiotic kills non-resistant bacteria, resistant survive. [1]
●​ Resistant bacteria reproduce, increasing resistant population. [1]
●​ Both show how environmental pressures select advantageous traits. [1]
IB Biology: Ecology, Evolution, and Classification (Extra Questions)
Question 6.​
Evaluate the usefulness of cladograms in understanding evolutionary relationships and how
they have contributed to reclassification of organisms.​
[6 marks]

Markscheme:

●​ Cladograms use molecular (DNA/protein) data to infer evolutionary links. [1]

●​ Help identify common ancestors and speciation events. [1]
●​ More objective than morphology-based classification. [1]
●​ Show when divergence likely occurred. [1]
●​ Contributed to reclassification (e.g., prokaryotes → Archaea vs. Bacteria). [1]
●​ Limitation: requires accurate molecular data; convergent evolution can confuse traits. [1]

Question 7.​
The sustainability of ecosystems depends on the interaction of biotic and abiotic factors,
nutrient cycling, energy flow, and the ability of populations to adapt over time.

(a)​ Explain how energy flows through ecosystems and why the length of food chains is
limited.​
[6 marks]
(b)​(b) Discuss how the roles of detritivores and saprotrophs contribute to the sustainability
of ecosystems.​
[6 marks]
(c)​ (c) A student sets up a mesocosm to investigate the effects of light on the productivity of
autotrophs.
(i)​ State one abiotic and one biotic factor the student must control to ensure a fair
test.​
[2 marks]
(ii)​ Explain why mesocosms can be useful in studying ecological interactions, but
also identify one limitation of using them compared to studying natural
ecosystems.​
[4 marks]
(d)​Evolutionary processes ensure that species can adapt to changing environments. Using
named examples from the chapter, explain how natural selection leads to evolution and
evaluate how evidence from homologous structures and antibiotic resistance supports
this process.​
[8 marks]
(e)​ Based on the carbon cycle provided in the chapter, analyze how human activities disrupt
this cycle, and propose two strategies that can help reduce atmospheric CO2 levels.​
[6 marks]

Markscheme continued from Question 7:

IB Biology: Ecology, Evolution, and Classification (Extra Questions)
(a) Energy Flow and Food Chains

●​ Energy enters via sunlight, captured by autotrophs via photosynthesis.

●​ Converted into chemical energy stored in organic molecules.
●​ Energy flows through trophic levels: producer → primary → secondary → tertiary
consumers.
●​ Only ~10% of energy transferred to next level; 90% lost as heat (respiration), excretion,
or unconsumed parts.
●​ Less energy available at higher levels, limiting length of food chains to ~4–5 levels.
●​ Energy is not recycled, hence a continuous input from the Sun is required.

(b) Detritivores & Saprotrophs

●​ Detritivores (e.g. earthworms) consume detritus, breaking down dead organic matter via
internal digestion.
●​ Saprotrophs (e.g. fungi, bacteria) break down dead organisms externally and absorb
nutrients.
●​ Recycle inorganic nutrients like nitrogen and phosphorus back to soil.
●​ Make nutrients available to autotrophs (producers), enabling continued growth.
●​ Prevent buildup of dead organic material.
●​ Critical for nutrient cycling, ensuring sustainability of ecosystems.

(c)(i) Controlled Variables

●​ Abiotic: light intensity, temperature, CO2 concentration.

●​ Biotic: same type and number of autotrophs.

(c)(ii) Mesocosms: Pros and Cons

●​ Useful to control variables and simulate natural ecosystems in a limited space.

●​ Allow observation of interactions between biotic and abiotic components.
●​ Enable testing of specific hypotheses under controlled conditions.
●​ Limitation: behavior may differ from natural ecosystems due to limited space and artificial
conditions.

(d) Natural Selection + Evidence

●​ Variation within species due to mutation, meiosis, and sexual reproduction.

●​ Overproduction leads to struggle for survival; only best-adapted survive ("survival of the
fittest").
●​ Adaptations passed to offspring; leads to gradual change in species = evolution.
●​ Galapagos finches: different beak shapes → different food sources → speciation.
●​ Antibiotic resistance: mutation allows some bacteria to survive antibiotics → resistant
population increases.
IB Biology: Ecology, Evolution, and Classification (Extra Questions)
●​ Homologous structures (e.g., pentadactyl limbs) show common ancestry and divergence
over time.
●​ Provide anatomical evidence of evolution due to similar structure but different function.
●​ Combined evidence from fossils, anatomy, and observed evolution (e.g. bacteria)
supports Darwin’s theory.

(e) Carbon Cycle Disruption + Solutions

●​ Human activities like burning fossil fuels release excess CO2.

●​ Deforestation reduces CO2 uptake via photosynthesis.
●​ Disrupts balance in carbon cycling → more atmospheric CO2.
●​ Contributes to enhanced greenhouse effect and global warming.
●​ Strategy 1: Reforestation / afforestation to increase CO2 uptake.
●​ Strategy 2: Switch to renewable energy sources to reduce fossil fuel combustion.

Question 8.​
Explain the role of autotrophs in both the flow of energy and the cycling of nutrients in
ecosystems.​
[6 marks]

Markscheme:

●​ Autotrophs (e.g. plants, algae) capture light energy via photosynthesis. [1]
●​ Convert light energy to chemical energy in carbon compounds. [1]
●​ Base of food chains — provide energy for primary consumers. [1]
●​ Absorb inorganic nutrients (e.g. nitrates, phosphates, CO₂) from the environment. [1]
●​ Synthesize organic compounds used by heterotrophs. [1]
●​ Remove CO₂ from atmosphere and contribute to carbon cycling. [1]

Question 9.​
Analyze the impact of increased atmospheric greenhouse gases on ecosystems, referring to
the role of water vapour and methane.​
[8 marks]

Markscheme:

●​ Greenhouse gases trap infrared radiation, warming the Earth. [1]

●​ Water vapour is the most abundant natural greenhouse gas; forms clouds, reflects heat
back. [1]
●​ Methane is more potent than CO₂ but in lower concentration. [1]
●​ Methane sources: livestock digestion, wetlands, rice paddies, fossil fuels. [1]
IB Biology: Ecology, Evolution, and Classification (Extra Questions)
●​ Methane is oxidized to CO₂ and H₂O in atmosphere. [1]
●​ Increased greenhouse gases intensify the natural greenhouse effect → enhanced
greenhouse effect. [1]
●​ Impacts: global warming, sea level rise, species extinction, altered biomes. [1]
●​ Disrupts ecosystem stability and distribution of species. [1]

Question 10.​
Using only information from the chapter, compare gradual divergence and speciation.​
[6 marks]

Markscheme:

●​ Both are evolutionary processes resulting in the formation of new species. [1]
●​ Gradual divergence occurs slowly as genetic differences accumulate over time. [1]
●​ Speciation is the end point: two populations can no longer interbreed. [1]
●​ Speciation may involve geographic isolation (allopatric speciation). [1]
●​ Gradual divergence is a continuous process; speciation is defined by reproductive
isolation. [1]
●​ Both driven by natural selection and genetic variation. [1]

Question 11.​
A student claims that all plants are autotrophs. Evaluate this claim using examples and
scientific reasoning from the chapter.​
[6 marks]

Markscheme:

●​ Most plants are autotrophs and perform photosynthesis. [1]

●​ Exceptions exist, such as parasitic plants (e.g. Rafflesia) that lack chloroplasts. [1]
●​ These plants obtain nutrients from other plants, making them heterotrophic. [1]
●​ Venus flytrap is a mixotroph — uses photosynthesis but also digests insects for nitrogen.
[1]
●​ Claim is an overgeneralization — while the trend holds, exceptions exist. [1]
●​ Scientific reasoning considers both trends and anomalies; exceptions do not falsify a
theory if they’re rare. [1]

Question 12.​
Outline how the structure of a cladogram can be used to deduce evolutionary relationships.​
[5 marks]
IB Biology: Ecology, Evolution, and Classification (Extra Questions)
Markscheme:

●​ Cladograms are tree diagrams showing evolutionary pathways. [1]

●​ Nodes represent common ancestors between species/groups. [1]
●​ The closer the branches, the more recent the common ancestor. [1]
●​ Shared derived characteristics support branching points. [1]
●​ Help identify clades — groups descended from a common ancestor. [1]

Question 13.​
Distinguish between internal and external digestion with reference to detritivores and
saprotrophs.​
[4 marks]

Markscheme:

●​ Internal digestion: occurs within the body after ingestion. [1]

●​ External digestion: enzymes secreted outside the body, nutrients absorbed afterward. [1]
●​ Detritivores (e.g., earthworms) use internal digestion of detritus. [1]
●​ Saprotrophs (e.g., fungi, bacteria) use external digestion to decompose dead organisms.
[1]

Question 14.​
Explain how mixotrophs adapt to changing environmental conditions using a named example.​
[5 marks]

Markscheme:

●​ Mixotrophs can switch between autotrophy and heterotrophy. [1]

●​ Autotrophic when light is available; heterotrophic when it's not. [1]
●​ Example: Euglena is autotrophic in light due to chloroplasts. [1]
●​ Becomes heterotrophic in darkness via phagocytosis. [1]
●​ This flexibility increases survival in fluctuating environments. [1]

Question 15.​
Using the concept of energy transfer, calculate the energy received by tertiary consumers if the
initial energy in producers is 25,000 J m² yr⁻¹.​
[3 marks]

Markscheme:
IB Biology: Ecology, Evolution, and Classification (Extra Questions)
●​ Energy passed per trophic level = 10% [1]
●​ Primary: 2,500 J → Secondary: 250 J → Tertiary: 25 J [1]
●​ Final answer = 25 J m² yr⁻¹ received by tertiary consumers. [1]

Question 16.​
Evaluate the importance of nutrient recycling for long-term ecosystem sustainability.​
[6 marks]

Markscheme:

●​ Inorganic nutrients (e.g., N, P) are limited and must be recycled. [1]

●​ Saprotrophs break down dead matter into inorganic nutrients. [1]
●​ Nutrients absorbed by autotrophs and passed to heterotrophs via food chains. [1]
●​ Without recycling, nutrients would deplete → ecosystem collapse. [1]
●​ Recycling ensures continuous supply without external input. [1]
●​ Essential for sustainability along with energy input from sunlight. [1]

Question 17.​
Design a mesocosm experiment to test the effect of nutrient availability on autotroph growth.
Include two controlled variables.​
[6 marks]

Markscheme:

●​ Hypothesis stated (e.g., nutrient-rich environment → increased autotroph growth). [1]

●​ Independent variable: nutrient concentration. [1]
●​ Dependent variable: autotroph biomass or growth rate. [1]
●​ Controlled variables: light intensity, temperature, type of autotroph. [2]
●​ Closed system described (e.g., sealed glass jar with biotic and abiotic components). [1]

Question 18.​
Analyze why energy pyramids always have a broad base and narrow top.​
[5 marks]

Markscheme:

●​ Broad base = producers with maximum energy input from sunlight. [1]
●​ Energy lost between trophic levels (~90%) due to respiration, excretion, heat. [1]
●​ Less energy available to higher-level consumers. [1]
●​ Tertiary consumers receive the least energy. [1]
IB Biology: Ecology, Evolution, and Classification (Extra Questions)
●​ Shape represents the inefficiency of energy transfer in ecosystems. [1]