IB Biology SL B3.1 Gas exchange Questions

Practise IB Biology SL B3.1 by linking diffusion and ventilation to gas-exchange surfaces, spirometry, leaf adaptations and transpiration questions.

59 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 topic55 / 141in the analysed sample
Latest appearanceNovember 2025
Tagged question parts72
Paper types5

Most tested objectives

  1. B3.1.5—Lung ventilation26 papers
  2. B3.1.4—Mammalian lung adaptations14 papers
  3. B3.1.6—Lung volume measurements12 papers
  4. B3.1.3—Maintaining concentration gradients4 papers
  5. B3.1.2—Properties of gas-exchange surfaces3 papers

Common question formats

  • Process explanation
  • Definition or recall
  • Graph interpretation
  • Diagram interpretation
  • Calculation
  • Experimental design
  • Comparison

Recent exam appearances

November 2025Paper 2 SL · TZ3Q4(a), 4(b), 4(c)[ 5 ]
November 2025Paper 1B SL · TZ3Q2(d)[ 2 ]
November 2025Paper 1A SL · TZ1Q14[ 1 ]

141 papers analysed · Tagging incomplete

Exam points

  • Distinguish ventilation, gas exchange and cell respiration; trace oxygen and carbon dioxide diffusion.
  • Relate alveolar area, thin moist walls, capillary contact and surfactant to rapid diffusion.
  • Explain how ventilation and blood flow maintain oxygen and carbon dioxide gradients.
  • Trace inspiration and expiration from muscle action through thoracic pressure to airflow.
  • Interpret spirometry to calculate lung volumes and compare ventilation as exercise intensity rises.
  • Explain stomatal control and trace gas exchange through leaf stomata and air spaces.
  • Identify leaf tissues on diagrams and relate their positions to light capture and gas exchange.
  • Predict how environmental changes affect transpiration and plant water loss.
  • Estimate stomatal density from counts and a known field of view.

Exam points

  • Distinguish ventilation, gas exchange and cell respiration as separate processes in an aerobic organism.
  • Relate a high surface-area-to-volume ratio and concentration gradients to passive O2 uptake and CO2 release.

Question 1

[Maximum number: 4]

Distinguish between ventilation, gas exchange and cell respiration.

Exam points

  • Explain how large alveolar area, thin walls and a moist lining speed oxygen and carbon-dioxide diffusion.
  • Explain how ventilation and blood flow maintain concentration gradients across alveoli.
  • Infer how emphysema-related alveolar destruction reduces gas-exchange surface area.

Question 1

[Maximum number: 7]

Explain the process of gas exchange taking place in the alveoli.

Exam points

  • Explain how exercise raises ventilation to meet O2 demand and remove CO2 for aerobic respiration.
  • Explain how ventilation and capillary blood flow maintain alveolar gas gradients for diffusion.

Question 1

[Maximum number: 3]

Explain the need for increases in ventilation volume and rate during exercise.

Exam points

  • Link many alveoli, thin walls and capillary beds to efficient gas exchange.
  • Explain how ventilation and capillary blood flow maintain alveolar gas gradients.
  • Explain how surfactant lowers surface tension and helps keep alveoli open.
  • Use emphysema evidence to link loss of alveolar area and elasticity to reduced gas exchange.

Question 1

[Maximum number: 2]

The image shows the location of the lungs and diaphragm in a human.

Figure for Question 1 — IB Biology SL

Outline the role of surfactant in the mammalian lung.

Exam points

  • Link diaphragm and external intercostal contraction to thoracic expansion, lower pressure and inward airflow.
  • Explain expiration as thoracic volume falls and pressure rises, driving air out of the lungs.
  • Identify internal intercostal and abdominal contraction as the cause of forced expiration.
  • Interpret ventilation or spirometry data by linking pressure changes and muscle action to airflow.

Question 1

[Maximum number: 1]

What happens in humans to cause inhalation of air?

A

The diaphragm contracts, causing pressure in the thorax to decrease.

B

Abdominal muscles contract, causing pressure in the thorax to decrease.

C

The diaphragm contracts, causing pressure in the thorax to increase.

D

Intercostal muscles contract, causing pressure in the thorax to increase.

Exam points

  • Define tidal volume and ventilation rate, and identify spirometry or data logging as methods to monitor breathing.
  • Read spirometry traces to calculate tidal volume, ventilation rate and vital capacity with units.
  • Relate exercise intensity to changes in tidal volume, ventilation rate and total air inhaled per minute.

Question 1

[Maximum number: 1]

The graph shows changes in lung volume during normal ventilation and forced ventilation (taking a deep breath).

Figure for Question 1 — IB Biology SL

What is the vital capacity?

A

7mlkg−17 \mathrm{ml} \mathrm{kg}^{-1}

B

37mlkg−137 \mathrm{ml} \mathrm{kg}^{-1}

C

65mlkg−165 \mathrm{ml} \mathrm{kg}^{-1}

D

80mlkg−180 \mathrm{ml} \mathrm{kg}^{-1}

Exam points

  • Outline the route of carbon dioxide from stomata through air spaces and mesophyll to chloroplasts.
  • Identify guard cells on a leaf-surface micrograph.

Question 1

[Maximum number: 2]

A study was conducted on the presence of a form (isotope) of carbon, carbon- 13(13C)13\left({ }^{13} \mathrm{C}\right), in trees at four different altitudes of Lushan, a mountain in central subtropical China.

Samples of fresh leaves and leaf litter (dead leaves on the ground) were taken from altitudes between 219 m and 1268 m . The carbon isotope in the leaves was measured in each sample. Presence of the carbon isotope was measured to indicate the relative uptake of carbon dioxide in photosynthesis.

Figure for Question 1 — IB Biology SL

Carbon enters a plant as carbon dioxide from the air. Outline the route that the gas takes to reach chloroplasts in a dicotyledonous plant.

Exam points

  • Identify palisade mesophyll on a labelled leaf transverse section.

Question 1

[Maximum number: 1]

A cross section of a lily leaf (Lilium spp.) is shown.

Figure for Question 1 — IB Biology SL

Which leaf structures are represented by labels X and Y ?

X

Y

palisade mesophyll cell

phloem cell

epidermal cell

palisade mesophyll cell

spongy mesophyll cell

guard cell

guard cell

spongy mesophyll cell

Exam points

  • Explain how humidity, temperature, wind and light alter transpiration rate and leaf water loss.

Question 1

[Maximum number: 1]

Which environmental condition( s ) would increase the rate of transpiration in plants?

I. Increased carbon dioxide concentration in the atmosphere
II. Increased temperature of the atmosphere
III. Decreased humidity of the atmosphere relative to the inside of the leaf

A

I and II only

B

III only

C

II and III only

D

I and III only

Exam points

  • Estimate stomatal density by counting stomata in a known field of view and dividing by its area.

Question 1

[Maximum number: 1]

The image shows a cast of the lower surface of a leaf from a busy Lizzie (Impatiens walleriana) plant as seen under a light microscope with a magnification of 600×600 \times.

Figure for Question 1 — IB Biology SL

Outline how stomatal density in busy Lizzie leaves can be estimated within a known field of view.

Question 1

[Maximum number: 11]

Question (a)

(a)

Outline the process of inhalation.

[ 4 ]

Question (b)

(b)

Explain the process of gas exchange taking place in the alveoli.

[ 7 ]
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