IB Biology HL C4.1 Populations and communities Questions

Practise IB Biology HL C4.1 by selecting sampling methods, interpreting growth and food-web data, and reasoning about interactions between species.

153 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 topic49 / 117in the analysed sample
Latest appearanceNovember 2025
Tagged question parts106
Paper types5

Most tested objectives

  1. C4.1.13—Endemic vs. invasive species15 papers
  2. C4.1.12—Mutualism as interspecific relationship11 papers
  3. C4.1.7—Population growth curves10 papers
  4. C4.1.11—Interspecific relationships10 papers
  5. C4.1.4—Capture-mark-release-recapture8 papers

Common question formats

  • Definition or recall
  • Structured response
  • Data analysis
  • Experimental design
  • Evaluation
  • Diagram interpretation
  • Calculation
  • Process explanation
  • Comparison

Recent exam appearances

November 2025Paper 2 HL · TZ3Q1(c)[ 2 ]
November 2025Paper 1A HL · TZ3Q36[ 1 ]
November 2025Paper 1A HL · TZ1Q36[ 1 ]

117 papers analysed · Tagging incomplete

Exam points

  • Define a population and community, then distinguish a same-species population from interacting populations of different species.
  • Design quadrat or transect sampling for sessile organisms, using representative placement and known area to estimate abundance or density.
  • Estimate a mobile-animal population with capture-mark-release-recapture, applying N = n₁ × n₂ / n₃ and stating its assumptions.
  • Relate carrying capacity to limiting resources and explain population fluctuations as environmental capacity is reached.
  • Explain density-dependent negative feedback using competition, predation, disease, or resource limits in population data.
  • Interpret exponential and sigmoid growth curves, label their phases, and explain changes using limiting factors and population rates.
  • Relate colony living, division of labour, or foraging specialization to cooperation and survival or food intake.
  • Classify interspecific relationships from species effects, including direct or indirect interactions shown in ecological data.
  • Explain mutualism through exchanged resources or protection and identify benefits to both species in named examples.
  • Distinguish endemic from invasive species and evaluate how an introduced species affects native populations and biodiversity.
  • Test species association with chi-squared: state hypotheses, calculate expected quadrat counts and degrees of freedom, then interpret the critical value.
  • Interpret predator-prey graphs to explain foraging, density-dependent population changes, and time-lagged cycles.
  • Distinguish top-down from bottom-up control and use mesocosm or food-web data to trace trophic cascades.
  • Explain how named plants release allelochemicals that inhibit neighbouring-plant germination or growth.

Exam points

  • Define a population as organisms of the same species living together in one area, and identify the species group within a community.

Question 1

[Maximum number: 1]

The photograph shows Japanese knotweed, Reynoutria japonica, which is native to Japan, China and Korea. It has been introduced into other regions of the world and is now an invasive alien species in parts of Europe and North America. Dense groups of stems often develop with a height of up to 3 metres, which prevent other plants from growing.

Figure for Question 1 — IB Biology HL

State the biological term for a group of organisms of the same species living in an area.

Exam points

  • Choose quadrats or transects to estimate population size, distinguish estimating abundance in quadrats from sampling along a habitat gradient, and match the method to the habitat.
  • Compare population-estimation methods for sessile and mobile organisms, including quadrats or transects, capture-mark-release-recapture, sonar and catch records; explain relevant limitations.
  • Evaluate estimates by considering incomplete sampling, uneven distribution, migration, age structure and which individuals or life stages a sampling method misses.

Question 1

[Maximum number: 2]

To estimate the size of the turtle population, the Fish and Wildlife Research Institute (FWRI) conducted an annual survey along the coast of Florida from 1989 to 2021. They counted the number of turtle nests on selected beaches where turtles lay their eggs. The graphs show the results for the loggerhead turtle (Caretta caretta) and the green turtle (Chelonia mydas).

Figure for Question 1 — IB Biology HL

Suggest the limitations of only using nesting turtles to estimate the annual population.

Exam points

  • Choose quadrat locations using random coordinates, then count the target sessile organisms in a known quadrat area.
  • Use counts from known-area quadrats and the total habitat area to estimate organism abundance or population size.

Question 1

[Maximum number: 2]

An investigation was undertaken in Gåsbreen, Norway, in a freshly de-glaciated area to look at the organisms present at different times since the retreating glacier had exposed the land. A linear transect and 1 m21 \mathrm{~m}^{2} quadrat were used starting at the edge of the retreating glacier. The first producers were recorded at a distance of 426 m from the glacier.

Figure for Question 1 — IB Biology HL

Outline how a transect and quadrats can be used in ecological fieldwork.

Exam points

  • Describe capture-mark-release-recapture: safely capture and mark a sample, release it and allow mixing, then recapture and count marked and unmarked animals.
  • Estimate population size with the Lincoln index N = n₁ × n₂ / n₃, and explain assumptions such as adequate mixing, persistent marks, harmless marking and no major migration or population change between samples.

Question 1

[Maximum number: 3]

The diagram shows the relationship between commercial sea fishing activity and yield, and how this affects sustainability.

Figure for Question 1 — IB Biology HL

Explain how the population of fish in a pond could be estimated using the capture-mark-release-recapture method.

Exam points

  • Define carrying capacity as the maximum population size an environment can sustain, and explain how limited food, space, nesting sites or other resources cause growth to slow near that limit.
  • Interpret exponential-to-plateau or population data to identify carrying capacity and relate limiting factors, predation, disease, natality and mortality to fluctuations around it.

Question 1

[Maximum number: 1]

In an animal population, what could cause the exponential phase of population growth to level out to the plateau phase?

A

Increased species diversity

B

Increased resources

C

Increased natality

D

Increased predation

Exam points

  • Explain population changes by linking rises or falls in food availability to population growth or decline.
  • Identify biotic factors that affect population size, including disease and competition for shared resources.

Question 1

[Maximum number: 2]

The elimination of wolves (Canis lupus) from Yellowstone National Park in 1926 and their reintroduction in 1995 provided the opportunity to examine ecological interactions with elk (Cervus elaphus). The National Park Service made efforts between the 1920s and 1968 to reduce the size of elk herds by culling (selective killing) because of concerns about overgrazing.

The graphs provide the trends for the numbers of wolves and elk in Yellowstone National Park from 1900 to 2004.

Figure for Question 1 — IB Biology HL

List two biotic factors, other than wolf predation or culling, that could affect the elk population.
1:
2:

Exam points

  • Label or interpret lag, exponential, transitional and plateau phases on a sigmoid population-growth curve, including the carrying-capacity level.
  • Explain curve changes by comparing natality plus immigration with mortality plus emigration and relating resource availability, competition, predation or disease to growth rate.

Question 1

[Maximum number: 3]

Duckweed (Lemna gibba) is a plant that grows on the surface of water. It was grown in cultures and the percentage increase in total area covered per day was obtained. The graph shows the specific growth rates per day for duckweed measured over 22 days.

Figure for Question 1 — IB Biology HL

Suggest reasons for the slowing down of duckweed population growth after day 6.

Exam points

  • Label or identify the lag, exponential, transition and plateau phases on a sigmoid population-growth model for a fast-growing organism such as duckweed.

Question 1

[Maximum number: 2]

Duckweed (Lemna aequinoctialis) is a small floating plant that sometimes forms a continuous cover over the surface of ponds. In an experiment, it was grown either in nutrient-rich medium or in sewage water for four weeks. The biomass obtained per square metre at different times is shown in the population growth curves.

Figure for Question 1 — IB Biology HL

Label two phases on the nutrient-rich medium population growth curve.

Exam points

  • State an advantage of colony living, such as sharing tasks, developing specialized roles or increasing protection.
  • Explain how foraging specialization or division of labour can improve food collection efficiency in a colony.

Question 1

[Maximum number: 1]

The pavement ant (Tetramorium caespitum) eats organic matter found within its territory. Individual ants leave their nest to forage for food. When they find a suitable source of food they return and communicate to other ants in the colony where the food can be found. The diagram shows the path of one ant when foraging for food and returning to the nest after finding food.

Figure for Question 1 — IB Biology HL

State one advantage to an insect of living in a colony.

Exam points

  • Define a community as interacting populations of different species in an area, distinguishing it from a single-species population or an ecosystem.

Question 1

[Maximum number: 1]

Over time, the hull of a sunken ship may become colonized by a wide range of marine organisms. What term is used to describe all of the organisms living in and on a sunken ship?

A

A community

B

An ecological niche

C

A population

D

An ecosystem

Exam points

  • Classify mutualism, parasitism, interspecific competition, predation or herbivory by how the interaction affects each species involved.
  • Use a named or described ecological example to explain how an interspecific relationship changes feeding, survival, reproduction, abundance or distribution.
  • Interpret ecological evidence to identify direct or indirect effects between species, including changes in feeding or population outcomes.

Question 1

[Maximum number: 3]

Brandt's voles (Lasiopodomys brandtii) are small herbivorous rodents that live in the steppe grassland of Inner Mongolia. These mammals live in large family groups and feed on the roots, stems and leaves of a wide variety of plants that grow near their burrows. Their feeding activities have been found to have a large impact on the grassland vegetation. Researchers investigating the impact of these voles on the vegetation marked out plots of land and recorded how the biomass of two types of grasses, rhizome grasses and bunch grasses, changed in the presence and absence of voles from the years 2013 to 2017.

Figure for Question 1 — IB Biology HL

Key:

Figure for Question 1 — IB Biology HL

- voles
- no voles

Question (a)

(a)

The voles derive nutrition from only one type of the grasses. Deduce with a reason which type.

In a second study carried out from 2019 to 2020, researchers looked at how the presence of voles changed the plant volume of one type of bunch grass, Achnatherum splendens, in measured plots of land. This was done by measuring the change in plant volume of A. splendens in the plots.

Figure for Question (a) — IB Biology HL
[ 1 ]

Question (b)

(b)

Suggest a reason for the change in the plant volume of A. splendens in the plots over the period of this study.

In a final experiment, the researchers prepared plots containing varying levels of cover of A. splendens, as well as the plants the voles normally feed on. Shrikes were not excluded from the plots. The amount of time the voles spent feeding and the mortality rate of the voles was recorded over a 3 -week period.

Figure for Question (b) — IB Biology HL
Figure for Question (b) — IB Biology HL
[ 1 ]

Question (c)

(c)

Describe, with a reason, the condition that favours survival of the voles.

[ 1 ]

Exam points

  • Define mutualism as an interspecific relationship in which both species benefit, and distinguish it from parasitism where only one species benefits.
  • Explain the exchanged resource or protection in mutualistic examples such as coral–zooxanthellae, mycorrhizae–orchids, legumes–bacteria, ants–Acacia or pollinators–flowers.
  • Interpret interaction data to quantify or compare mutualistic and parasitic species, benefits, abundance or outcomes.

Question 1

[Maximum number: 1]

What describes a benefit of the relationship between coral and zooxanthellae?

A

Zooxanthellae receive carbon dioxide from the coral.

B

Zooxanthellae receive glucose from the coral.

C

Coral receives carbon dioxide from the zooxanthellae.

D

Coral receives protection from the zooxanthellae.

Exam points

  • Use distribution evidence to identify endemic species as native to a restricted geographic area and distinguish their range from that of invasive species.
  • Explain how invasive species can escape controls and compete with endemic species for niche resources; use overlapping distributions or resource-use evidence to support the explanation.

Question 1

[Maximum number: 6]

Discuss, giving an example, the possible effects of the introduction of an alien species into an ecosystem.

Exam points

  • Use evidence about species coexistence, niche overlap and resource use to judge whether field observations support competitive exclusion.

Question 1

[Maximum number: 2]

In South Korea, flocks of birds of the tit family (Paridae) forage together on trees for food. Researchers observed four species of Paridae to determine whether they shared the same habitat in the trees and whether their position on the tree depended on their size. The leafy part of the tree (crown) was divided into nine sections, three according to height from the ground and three according to the distance from the tree trunk. Observations were also made of birds foraging in the bushes surrounding the trunk and on the ground below the tree. The chart shows the relative use of each section of the habitat by the birds.

Table for Question 1 — IB Biology HL
Table for Question 1 — IB Biology HL

Discuss whether the results for the Varied Tit and Coal Tit indicate competitive exclusion.

Exam points

  • Set up hypotheses for association between two species, then calculate expected quadrat counts from row and column totals and determine the degrees of freedom.
  • Calculate chi-squared from observed and expected counts, then compare it with the critical value to judge whether species presence/absence is associated.

Question 1

[Maximum number: 4]

A group of students used quadrat sampling and the chi-squared test to find out whether the distributions of two plant species were associated with each other or not. These two species were found in the ground vegetation in a woodland ecosystem.

Ground ivy (Glechoma hederacea)

Ground ivy (Glechoma hederacea)

Wood speedwell (Veronica montana)

Wood speedwell (Veronica montana)

The numbers of quadrats with one, both or neither species present were counted and recorded. The observed frequencies from 150 quadrats are shown in the following contingency table.

Table for Question 1 — IB Biology HL

Question (a)

(a)

State the alternative hypothesis for this study.

[ 1 ]

Question (b)

(b)

To calculate chi-squared, expected values must first be calculated. Assuming that there is no association between the two species, calculate the expected number of quadrats in which both species would be present, showing your working.

[ 1 ]

Question (c)

(c)

State the number of degrees of freedom for this test to determine the critical value of chi-squared.

[ 1 ]

Question (d)

(d)

When the data in the table were used to calculate chi-squared, the calculated value was 0.056 . The critical value is 3.84 . Explain the conclusion that can be drawn from the calculated and critical values for chi-squared.

[ 1 ]

Exam points

  • Interpret predator-feeding data to explain how the predator-to-prey ratio affects feeding success as prey availability or predator number changes.

Question 1

[Maximum number: 2]

During the 1980s, a tiny invasive crustacean Bythotrephes cederstroemii entered the eastern Great Lakes from Europe (probably via freshwater or mud in the ballast water of merchant ships) and eventually colonized Lake Michigan. Bythotrephes reproduces very quickly and eats common zooplankton, disrupting the food web by directly competing with small juvenile resident fish. Bythotrephes avoids predation by larger fish through the timing of its activities which have been investigated in offshore waters of Lake Michigan at various depths during the day and night.

Figure for Question 1 — IB Biology HL

Explain the change in distribution of Bythotrephes between day and night in terms of its position in the lake food chain.

Exam points

  • Trace top-down control from predators or consumers through a food web to lower trophic levels, including indirect effects on producers.
  • Trace bottom-up control from producer or resource changes to higher trophic levels, and distinguish it from predator-driven effects in ecological data.

Question 1

[Maximum number: 1]

What is an example of a population control mechanism within a community?

A

Bottom-up control of herbivores by a top predator

B

Top-down control of grasses by consumers

C

Top-down control of a plant species by soil nutrient availability

D

Bottom-up control of dissolved oxygen by corals

Exam points

  • Explain how a named plant releases allelochemicals that inhibit the germination or growth of neighbouring plants.
  • Relate chemical inhibition to competition by explaining how reduced competitor growth can change resource availability or plant-community structure.

Question 1

[Maximum number: 3]

The image shows mycorrhizal fungi growing between the cells of a recently germinated orchid plant.

Figure for Question 1 — IB Biology HL

Explain how a named plant can reduce competition by allelopathy.

Question 1

[Maximum number: 3]

The photograph shows Japanese knotweed, Reynoutria japonica, which is native to Japan, China and Korea. It has been introduced into other regions of the world and is now an invasive alien species in parts of Europe and North America. Dense groups of stems often develop with a height of up to 3 metres, which prevent other plants from growing.

Figure for Question 1 — IB Biology HL

Question (a)

(a)

State the biological term for a group of organisms of the same species living in an area.

[ 1 ]

Question (b)

(b)

Suggest two ways in which a plant such as Reynoutria japonica could prevent the growth of other plants.

[ 2 ]
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