IB Biology HL C3.2 Defence against disease Questions

Practise IB Biology HL C3.2 with immune-response diagrams and data questions covering barriers, lymphocytes, vaccination, HIV, antibiotics, resistance and clotting.

155 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 topic61 / 117in the analysed sample
Latest appearanceNovember 2025
Tagged question parts91
Paper types5

Most tested objectives

  1. C3.2.3—Blood clotting12 papers
  2. C3.2.9—Clones of plasma cells11 papers
  3. C3.2.13—Antibiotics9 papers
  4. C3.2.14—Antibiotic resistance evolution8 papers
  5. C3.2.10—Immunity from memory cells6 papers

Common question formats

  • Structured response
  • Definition or recall
  • Data analysis
  • Evaluation
  • Process explanation
  • Diagram interpretation
  • Extended response
  • Calculation

Recent exam appearances

November 2025Paper 2 HL · TZ3Q2(a)[ 2 ]
November 2025Paper 2 HL · TZ1Q8(c)[ 4 ]
November 2025Paper 1A HL · TZ3Q26[ 1 ]

117 papers analysed · Tagging incomplete

Exam points

  • Explain how named pathogens cause infectious disease and how skin, gastric acid, mucus, cilia, and lysozyme block pathogen entry or survival.
  • Trace clot formation from platelet or tissue clotting factors through thrombin to insoluble fibrin that seals a wound.
  • Distinguish innate from antigen-specific adaptive defence and explain how phagocytes engulf and digest pathogens.
  • Trace antigen-specific B-cell activation through helper-T-cell signals, clonal expansion, plasma-cell formation, and antibody secretion.
  • Compare primary and secondary immune-response graphs using memory B- or T-cells and faster responses after re-exposure.
  • Explain how sterile single-use needles reduce blood-borne HIV transmission.
  • Trace HIV infection of helper T-cells to impaired B-cell activation, antibody production, and AIDS-related immune weakness.
  • Explain why antibiotics selectively affect bacterial targets but do not treat viruses; distinguish antiviral targets where tested.
  • Use mutation or plasmid evidence, selection, and resistance-frequency data to explain how antibiotic-resistant bacteria spread.
  • Identify a zoonosis as an infection transferred from an animal reservoir to humans.
  • Explain vaccination as active artificial immunity and interpret vaccine-coverage or antibody-response data.

Exam points

  • Explain how Vibrio cholerae toxin causes dehydration: ion loss into the intestine draws water by osmosis, causing diarrhoea and fluid loss.

Question 1

[Maximum number: 3]

Outline how infection by Vibrio cholerae can lead to dehydration.

Exam points

  • Explain how skin and mucus form barriers to pathogen entry and how gastric acid or lysozyme destroy pathogens at body surfaces.

Question 1

[Maximum number: 2]

The inhibitory effect of three different statins ( S1, S2 and S3 ) on the activity of HMG-CoA reductase, an enzyme involved in cholesterol metabolism in the liver, was investigated.

Figure for Question 1 — IB Biology HL

Describe the role of enzymes in one named process that prevents infections in the human body.

Exam points

  • Explain the clotting sequence after a wound: platelets and damaged tissue release clotting factors that activate thrombin from prothrombin.
  • Explain how thrombin converts soluble fibrinogen to insoluble fibrin, whose mesh traps blood cells and seals the wound.

Question 1

[Maximum number: 1]

What happens during blood clotting?

A

A chain reaction causes platelets to release antibodies to avoid infections.

B

Thrombin is converted into fibrinogen after a series of chemical reactions.

C

Sealing of wounds by fibrinogen makes platelets release antibodies for clotting.

D

Chemical reactions cause wounds to seal after platelets release clotting factors.

Exam points

  • Distinguish innate from adaptive immunity: innate responses are broad and non-specific, while adaptive responses target particular antigens and produce memory cells.

Question 1

[Maximum number: 1]

What is a feature of phagocytic white blood cells?

A

Stimulate blood clotting

B

Found only in the circulatory system

C

Form part of non-specific immunity

D

Produce antibodies

Question 1

[Maximum number: 1]

What action(s) can phagocytes perform?

I. Make antibodies
II. Leave the blood stream and enter infected tissues
III. Kill pathogens that they have engulfed

A

I only

B

III only

C

II and III only

D

I, II, and III

Exam points

  • Explain how helper T cells activate antigen-specific B cells, which expand into plasma cells that secrete antibodies.
  • Explain how activated B-cell clones include memory cells that persist and enable a faster antibody response on reinfection.

Question 1

[Maximum number: 7]

Emergent properties exist when many different components, such as cells, tissues, organs and body systems, integrate in a multicellular living organism.

Explain how the cells in the blood work together to provide adaptive immunity.

Question 1

[Maximum number: 1]

What describes antigens?

A

They catalyze immune reactions.

B

They activate specific white blood cells.

C

They destroy bacteria but not viruses.

D

They are only produced by white blood cells.

Exam points

  • Explain how an antigen-bound B cell is activated by a helper T cell recognizing the same antigen.
  • Trace how activated B cells divide into clones that form plasma cells and secrete antigen-specific antibodies.

Question 1

[Maximum number: 1]

Which of the following will cause the production of antibodies during an infection?

A

Conversion of fibrinogen to fibrin by thrombin

B

B-cell activation by helper T-cells and antigens

C

Plasma cell activation by platelets

D

Activation of phagocytes by infected body cells

Exam points

  • Explain clonal selection as mitotic division of an antigen-selected B cell to produce clones.
  • Explain how B-cell clones form plasma cells that secrete the same specific antibody against the activating antigen.

Question 1

[Maximum number: 1]

What is the response of the immune system to first-time exposure to a pathogen?

A

Antibodies already present in the blood attack and destroy the pathogen.

B

Antigens on the surface of the pathogen stimulate B lymphocytes to produce plasma cells that in turn produce antibodies.

C

The immune system will only respond to an infection if memory cells are present.

D

Antigens on the surface of the pathogen stimulate the production of monoclonal antibodies.

Exam points

  • Explain why a booster or later re-exposure can produce a faster, stronger antibody response: memory cells from the primary response enable a rapid response to the same antigen.

Question 1

[Maximum number: 1]

Some vaccinations, such as the smallpox vaccine, provide lifelong immunity against the disease. For others, such as tetanus, this immunity lasts for a shorter period of time. Why is a tetanus booster vaccination recommended every 10 years?

A

Antibodies that formed after the first vaccination persist in the blood for up to 10 years.

B

Memory cells are not produced after the first vaccination.

C

Only non-specific immunity is stimulated after the first vaccination.

D

Memory cells gradually decline over 10 years.

Question 1

[Maximum number: 1]

How has the transmission of HIV been reduced?

A

Delaying the progression of HIV to AIDS

B

Single use of disposable needles

C

Treatment with antibiotics

D

Vaccination

Exam points

  • Explain how HIV infection reduces helper T-cell/CD4 cell numbers and impairs B-cell activation and antibody production.
  • Explain how helper T-cell loss weakens immune coordination and antibody production, increasing susceptibility to opportunistic infections as AIDS develops.

Question 1

[Maximum number: 1]

According to the UN Inter-agency Group for Child Mortality Estimation, in the year 2000 there were 9.82 million deaths of children under the age of 5 . Many of these deaths were caused by infectious diseases. The pie chart shows estimates for the percentages of deaths that were attributable to two of the most frequent pathogens, Streptococcus pneumoniae and Haemophilus influenzae.

Figure for Question 1 — IB Biology HL

The deaths due to these two pathogens only included children who were not infected with HIV. Suggest a reason for excluding HIV-infected children from the statistics.

Exam points

  • Explain that antibiotics selectively block bacterial metabolic or cellular processes that are absent from eukaryotic cells.
  • Explain why antibiotics do not treat viral disease: viruses lack the bacterial processes that antibiotics target.

Question 1

[Maximum number: 1]

What is a reason for the ineffectiveness of antibiotics against viruses?

A

Viruses have genes for antibiotic resistance.

B

Viruses do not have cell membranes.

C

Antibiotics are only effective against archaea.

D

Antibiotics target metabolic processes.

Exam points

  • Explain how random mutations or plasmids can introduce heritable antibiotic resistance into a bacterial population.
  • Explain how antibiotic use selects resistant variants: susceptible bacteria die while resistant bacteria survive, reproduce and become more common.
  • Interpret resistance data by comparing strains and identifying resistance to multiple antibiotics.

Question 1

[Maximum number: 1]

How does overuse of antibiotics make them less effective?

A

It makes patients develop antibiotic resistance.

B

It can cause a mutation in bacteria.

C

It causes antibiotics to change due to natural selection.

D

It increases the number of bacteria better adapted for survival.

Exam points

  • Define a zoonosis as an infectious disease that transfers from an animal or other species reservoir to humans.

Question 1

[Maximum number: 1]

The table shows the number of amino acids that are different in the sequences of the protein FOXP2 from a human compared with four other primate species.

Table for Question 1 — IB Biology HL

Some infectious diseases in humans are caused by viruses that originated in other primates.

State the term used for an infectious disease that can transfer from other species to humans.

Exam points

  • Recognize weakened or inactivated pathogens, antigens, or RNA coding for antigens as possible vaccine contents.
  • Explain how vaccination stimulates an antigen-specific response that produces antibodies and memory cells, creating active artificial immunity.

Question 1

[Maximum number: 1]

What is contained in vaccines?

A

Antigens or RNA coding for antigens

B

Specific or non-specific immunoglobulins

C

Plasma cells or memory cells

D

Antibodies

Question 1

[Maximum number: 2]

According to the UN Inter-agency Group for Child Mortality Estimation, in the year 2000 there were 9.82 million deaths of children under the age of 5 . Many of these deaths were caused by infectious diseases. The pie chart shows estimates for the percentages of deaths that were attributable to two of the most frequent pathogens, Streptococcus pneumoniae and Haemophilus influenzae.

Figure for Question 1 — IB Biology HL

Outline likely health benefits of universal PCV vaccination of children, other than reducing the incidence of ARI.

No public sample questions are available for this syllabus point yet.