IB Biology SL A3.1 Diversity of organisms Questions

Practise IB Biology SL A3.1 with questions on classification, domains, kingdoms, biodiversity and the characteristics used to compare organisms.

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

Syllabus
First assessment 2025
Course
Biology SL
Level
SL

Exam analysis

SL · 2010–2025
Papers with this topic45 / 141in the analysed sample
Latest appearanceNovember 2025
Tagged question parts68
Paper types5

Most tested objectives

  1. A3.1.7—Karyotyping and karyograms18 papers
  2. A3.1.4—Biological species concept10 papers
  3. A3.1.3—Binomial system9 papers
  4. A3.1.2—Species as groups with shared traits6 papers
  5. A3.1.6—Diversity in chromosome numbers5 papers

Common question formats

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

Recent exam appearances

November 2025Paper 1B SL · TZ1Q1(a)(i), 1(a)(ii), 1(c)[ 4 ]
November 2025Paper 1A SL · TZ3Q13[ 1 ]
November 2025Paper 1A SL · TZ1Q13[ 1 ]

141 papers analysed · Tagging incomplete

Exam points

  • Explain how mutation, meiosis, recombination and sexual reproduction generate variation, and distinguish continuous from discontinuous variation using population data.
  • Classify organisms from shared morphology and labelled features, and apply binomial nomenclature and shared genus to infer relatedness.
  • Apply the biological species concept using interbreeding, fertile offspring, gene flow and genetic evidence, and evaluate its limits.
  • Calculate haploid, diploid and autosome numbers, compare chromosome numbers with complexity, and construct or interpret karyograms for sex and abnormalities.
  • Use genome, allele, gene-count and segmental-duplication data to explain shared traits, variation, genome size and why DNA amount need not track organismal complexity.
  • Explain how sequencing and bioinformatics identify genes and support whole-genome sequencing in diagnosis, research and prevention.

Exam points

  • State that variation occurs between individuals within every species.
  • Explain that continuous variation often results from polygenes and environmental effects.
  • Relate Darwin's observations of variation to support for natural selection.

Question 1

[Maximum number: 2]

The land snail Cepaea nemoralis is very common in North America and in Europe.

The base colour of its shell varies between brown, pink and yellow, and also in its intensity. Some shells are unbanded, but most show one to five bands of different width on top of the shell base colour.

Figure for Question 1 — IB Biology SL

In the early 1950s, scientists studied the proportion of colours and banding of C. nemoralis in woods and fields near Oxford, UK, which differed in the type of plants and background colour. Each data point on the graph represents the percentage of yellow base colour shells and unbanded shells in a sample from either one type of wood or field, although other snail colours were present.

Figure for Question 1 — IB Biology SL

Using the data in the graph, distinguish between the distribution of C. nemoralis shells in woods and fields.

Exam points

  • Group species using shared morphological and structural traits.
  • Explain why the morphological species concept is useful in fieldwork, with fossils and for many plants.
  • Explain how sexual dimorphism and variation within a species can make morphological classification difficult.

Question 1

[Maximum number: 2]

Orangutans are closely related to humans.

Outline two recognition features that would show that orangutans are mammals.

The karyogram shows the chromosomes of an orangutan that did not have any chromosome abnormalities.

Table for Question 1 — IB Biology SL

Exam points

  • Describe binomial nomenclature as a universal, two-part Latin name for each species.
  • Apply the naming rules: capitalize the genus, write the species name in lowercase, and italicize or underline both.
  • State that species in the same genus share similar traits.

Question 1

[Maximum number: 1]

The table shows the binomial naming of four species.

Table for Question 1 — IB Biology SL

What can be concluded?

A

W, X and Y are the most closely related.

B

X and Y are the most closely related.

C

W and Z are the most closely related.

D

W is equally related to all the other species.

Exam points

  • Define a species using the ability to interbreed and produce fertile offspring.
  • Explain how gene flow occurs between members of the same species.
  • Explain limits of the biological species concept for extinct organisms, asexual species and distinct forms with gene flow between them.

Question 1

[Maximum number: 1]

According to the biological species concept, which of the following indicates that two organisms belong to the same species?

I. They occupy the same ecological niche.
II. They share morphological features.
III. They can crossbreed and produce fertile offspring.

A

I only

B

I and II

C

II and III

D

III only

Exam points

  • Explain that speciation is gradual as isolated populations diverge.
  • Explain that populations may still be theoretically able to interbreed even though they cannot meet.
  • Relate gradual divergence and inability to meet to species boundaries that can be partly arbitrary.

Question 1

[Maximum number: 1]

On the islands of the St Kilda chain, off the coast of Scotland, there are small birds called St Kilda wrens (Troglodytes troglodytes hirtensis). They look similar to wrens on the mainland of Scotland (Troglodytes troglodytes indigenus), but they are larger and there are differences in the colour of their feathers.

Figure for Question 1 — IB Biology SL

What is the most likely explanation for these differences?

A

Convergent evolution

B

Stabilizing natural selection

C

Gradual divergence

D

Exposure to similar selection pressures

Exam points

  • State that chromosome number is usually constant within a species but varies between species.
  • Explain that diploid chromosome numbers are even because chromosomes occur in homologous pairs.
  • Recall the chromosome numbers in the examples: fruit fly 8, rice 24, human 46, chimpanzee 48 and dog 78.

Question 1

[Maximum number: 1]

The system of sex determination in chimpanzees (Pan troglodytes) is the same as in other mammals. A chimpanzee has 48 chromosomes in the nuclei of its body cells. What can be deduced from this information?

A

The sex of the chimpanzee

B

The number of genes in each chromosome

C

Whether non-disjunction has occurred

D

The number of autosomes in a diploid cell

Exam points

  • Use a karyotype to identify chromosome number and structure in a cell.
  • Arrange chromosomes in a karyogram by length, banding pattern and centromere position.
  • Explain how human chromosome 2 supports fusion from two ancestral ape chromosomes.

Question 1

[Maximum number: 2]

There can be much variation within a single species, such as dogs (Canis familiaris).

Figure for Question 1 — IB Biology SL

Describe how karyotyping can be used to decide if all these dogs are of the same species or not.

Exam points

  • Define a genome as all the genetic information in an organism.
  • Explain that members of a species share most of their genome but differ at genetic variants.
  • Describe SNPs as common single-base differences that can be used as biological markers.

Question 1

[Maximum number: 1]

What helps make the genome of each human unique?

Orientation of pairs of homologous chromosomes during meiosis

Crossing over during meiosis

Fusion of gametes from two different parents

✓

✓

✓

✓

✓

✓

✓

✓

✓

Exam points

  • Describe variation in genome size and base sequence among eukaryotes.
  • Compare within-species and between-species variation, noting that between-species variation is much larger.
  • State that not all DNA codes for proteins.

Question 1

[Maximum number: 7]

Analysis of the genome of primates reveals many DNA segments that have been duplicated. It is possible to deduce the stage in evolution at which segmental duplications (SDs) occurred by comparing human and other primate genomes. Human-specific SDs occurred after humans and chimpanzees diverged. Human-chimpanzee shared SDs occurred after the common human-chimpanzee ancestor diverged from gorillas and so on. It is possible to estimate the rates at which SDs occurred during evolution using knowledge of when the primates changed. In the chart the bars indicate numbers of shared SDs and the line shows estimates of the rate of SDs per millions of years (Myr).

Figure for Question 1 — IB Biology SL

Question (a)

(a)

State the number of SDs that can be found in humans but not in other primates.

[ 1 ]

Question (b)

(b)

State the rate of SDs after the divergence of macaques from the other primates, giving the units.

[ 1 ]

Question (c)

(c)

Outline the trends in the rate of SDs occurring since the separation of orangutans from other primates.

[ 2 ]

Question (d)

(d)

Explain how the number of human-chimpanzee shared SDs can be the lowest despite the rate of SDs per millions of years being the highest.

[ 2 ]

Question (e)

(e)

A few SDs were found in humans and gorillas but not chimpanzees. Suggest how this might have occurred.

[ 1 ]

Exam points

  • Define genome size as the amount of DNA in one chromosome set.
  • Explain that a larger genome size does not necessarily mean greater organism complexity.
  • Explain how polyploidy can greatly increase genome size, especially in plants.

Question 1

[Maximum number: 1]

The table shows the approximate genome size of four species of organisms.

Table for Question 1 — IB Biology SL

What can be deduced from this information?

A

Plants have more chromosomes than humans.

B

The genetic code is universal.

C

The amount of functional DNA varies between organisms.

D

The genome size does not always indicate the complexity of the organism.

Exam points

  • Describe how whole genome sequencing began at scale with the Human Genome Project.
  • Give current uses of whole genome sequencing: evolutionary relationships, gene discovery and pathogen research.
  • Describe future uses including personalized medicine, diagnosis, disease prevention and vaccine targets.

Question 1

[Maximum number: 2]

Aequorea victoria is a jellyfish that produces green fluorescent protein (GFP) which glows in blue light. The gene for GFP has been isolated and can be used as a marker gene. Plants with the gene incorporated glow when exposed to blue light.

Aequorea victoria

Aequorea victoria

Transgenic leaf exposed to blue light

Transgenic leaf exposed to blue light

Transgenic seedling exposed to blue light

Transgenic seedling exposed to blue light

Describe how an open reading frame (ORF) can be identified.

Question 1

[Maximum number: 4]

Orangutans are closely related to humans.

Question (a)

(a)

Outline two recognition features that would show that orangutans are mammals.

The karyogram shows the chromosomes of an orangutan that did not have any chromosome abnormalities.

Table for Question (a) — IB Biology SL
[ 2 ]

Question (b)

(b)

Distinguish between the chromosomes of orangutans and the chromosomes of humans.

[ 1 ]

Question (c)

(c)

Sex is determined in the same way in humans and orangutans. Identify whether the orangutan whose chromosomes are shown in the karyogram was male or female, indicating what the evidence is.

Up to one additional mark is available for the construction of your answer.

[ 1 ]
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