IB Biology HL A3.2 Classification and cladistics [HL only] Questions

Practise using taxonomy, cladograms, molecular evidence and molecular clocks to infer evolutionary relationships and classification.

46 questions in this syllabus scope, with question parts counted together.

Syllabus
First assessment 2025
Course
Biology HL
Level
HL

Exam analysis

HL · 2010–2025
Papers with this topic31 / 117in the analysed sample
Latest appearanceNovember 2025
Tagged question parts39
Paper types5

Most tested objectives

  1. A3.2.7 (HL)—Analysing cladograms9 papers
  2. A3.2.9 (HL)—Three domains classification8 papers
  3. A3.2.6 (HL)—Constructing cladograms7 papers
  4. A3.2.4 (HL)—Clades4 papers
  5. A3.2.8 (HL)—Testing classification correspondence2 papers

Common question formats

  • Structured response
  • Evaluation
  • Definition or recall
  • Case study
  • Process explanation
  • Extended response
  • Diagram interpretation
  • Data analysis
  • Comparison
  • Essay response

Recent exam appearances

November 2025Paper 2 HL · TZ3Q7(a)[ 2 ]
November 2025Paper 1A HL · TZ3Q21[ 1 ]
November 2025Paper 1A HL · TZ1Q22[ 1 ]

117 papers analysed · Tagging incomplete

Exam points

  • Arrange taxonomic ranks, define clades as common ancestors plus descendants, and identify closest relatives or sister groups from shared derived features.
  • Construct cladograms from sequence, trait or distance data and apply parsimony to choose the tree requiring the fewest changes.
  • Interpret roots, nodes and branch order to infer common ancestors, divergence sequence and what a cladogram can establish.
  • Use molecular evidence, including conserved chloroplast sequences, to expose convergence and justify taxonomic reclassification.
  • Relate DNA or amino-acid substitutions to divergence time using molecular-clock evidence.
  • Use rRNA and molecular features such as ribosomes, histones, introns, membrane lipids and cell walls to classify Archaea, Eubacteria and Eukarya.

Exam points

  • Explain how classification organizes biodiversity into groups with shared characteristics.
  • Explain how a universal taxonomy supports communication, comparison and further study.
  • Explain how classification reveals functional, structural and evolutionary relationships.

Question 1

[Maximum number: 7]

Evolution causes gene pools to change over time and new species to be formed.

Explain how a newly discovered plant species would be classified and named.

Exam points

  • State the traditional hierarchy from kingdom to species: kingdom, phylum, class, order, family, genus and species.
  • Explain how fixed ranks can be arbitrary and may not match evolutionary divergence.
  • Explain how morphological similarity can result from convergence rather than common ancestry.

Question 1

[Maximum number: 1]

The scientific name of the great egret has recently been changed from Casmerodius albus to Ardea alba.

Figure for Question 1 — IB Biology HL

What is a possible reason for the reclassification of egrets?

A

Allopatric speciation

B

Discovery of different ancestry

C

A change in the mating behaviours

D

Change in habitat and geographic range

Exam points

  • Explain that evolutionary classification aims to match phylogeny.
  • Define a monophyletic natural group as an ancestor and all of its descendants.
  • Explain how DNA and protein evidence can correct classifications misled by morphology.

Question 1

[Maximum number: 2]

There are many closely related Canis species in North America including the grey wolf (C. lupus), eastern wolf (C. lycaon) and western coyote (C. latrans). Hybridization can occur between members of these species.

For example, during the last 100 years, hybridization has occurred between western coyotes (C. latrans) and eastern wolves (C. lycaon) in the area of Ontario shown by a star in the map shown below.

Genetic evidence for hybridization is based on identification of haplotypes (combinations of linked alleles in clusters of similar genes) that exist in mitochondrial DNA (mtDNA) of Canis populations. The populations in this study were the Minnesota-northwestern wolf, southern Ontario coyote and northeastern coyote. Assume that all animals in each Canis population have the same mtDNA haplotypes.

Figure for Question 1 — IB Biology HL

Discuss briefly whether there is genetic evidence to show a common ancestor for the Minnesota-northwestern wolf, the southern Ontario coyote and the northeastern coyote.

Exam points

  • Define a clade as a group evolved from a common ancestor.
  • Identify shared derived characteristics, or synapomorphies, that identify a clade.
  • Use anatomical, behavioural, genetic or protein-sequence evidence to identify clades.

Question 1

[Maximum number: 1]

Which encircled area shows a clade?

Figure for Question 1 — IB Biology HL

Exam points

  • Explain that sequence differences accumulate after clades diverge.
  • Estimate divergence time from differences in DNA or amino acid sequences using a molecular clock.
  • Explain why molecular-clock rates must be calibrated and may vary between genes or lineages.

Question 1

[Maximum number: 1]

The evolutionary clock estimates the time elapsed since species separated from a common ancestor based on fossil evidence. The graph shows the number of differences in the DNA sequences (nucleotide substitutions) coding for certain polypeptides in 11 closely related mammals.

Figure for Question 1 — IB Biology HL

State the relationship between divergence time and number of substitutions.

Exam points

  • Build cladograms by aligning DNA, RNA or protein sequences.
  • Explain how computer analysis infers trees that best explain sequence similarities.
  • Apply parsimony by favouring the tree that requires the fewest evolutionary changes.

Question 1

[Maximum number: 5]

Question (a)

(a)

Discuss the use of amino acid sequences of proteins as the basis for constructing cladograms.

[ 3 ]

Question (b)

(b)

Identify a type of information, other than amino acid sequence, that could be used to construct a cladogram.

[ 1 ]

Question (c)

(c)

Outline the use of parsimony analysis when choosing between different possible cladograms.

[ 1 ]

Exam points

  • Interpret nodes as common ancestors or speciation events.
  • Use branch points to determine the order of divergence rather than judging relationships by the end positions of branches.
  • Use roots, terminal branches, ingroups, outgroups and sister groups to interpret a cladogram.

Question 1

[Maximum number: 1]

What can be deduced from the cladogram?

Figure for Question 1 — IB Biology HL
A

Tortoises do not have lungs.

B

A tortoise and a tarsier are more closely related than a tiger and a tarsier.

C

A tuna is equally closely related to a toad and to a tiger.

D

Tigers have fur and 5-digit hands.

Exam points

  • Explain how cladistics tests whether traditional taxa match evolutionary relationships.
  • Describe the figwort family reclassification based on conserved chloroplast gene sequences.
  • Explain how some morphological similarities were shown to result from convergence.

Question 1

[Maximum number: 3]

Some plant families, such as the figwort family, have been reclassified on the basis of evidence from cladistics. Explain the methods that have been used recently to reclassify groups of plants.

Exam points

  • Explain how rRNA sequence evidence separated prokaryotes into Eubacteria and Archaea.
  • Name the three domains: Archaea, Eubacteria and Eukarya.
  • Compare domains using rRNA, chromosomes, histones, introns, cell walls and membrane lipids.

Question 1

[Maximum number: 1]

Domain is a taxonomic level above kingdom that has been used to classify living organisms into three groups.

What has provided the evidence for classification of organisms into domains?

A

Ribosomal RNA (rRNA) base sequences

B

Mitochondrial DNA base sequences

C

Cell wall structure

D

Amino acid sequence of ATP synthase