IB Biology SL B4.1 Adaptation to environment Questions

Practise IB Biology SL B4.1 by linking organism distribution and adaptations to abiotic limits, tolerance ranges, climate and biome conditions.

41 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 topic36 / 141in the analysed sample
Latest appearanceNovember 2025
Tagged question parts56
Paper types5

Most tested objectives

  1. B4.1.3—Abiotic variables affecting distribution17 papers
  2. B4.1.6—Terrestrial biome distribution10 papers
  3. B4.1.4—Range of tolerance of limiting factor5 papers
  4. B4.1.7—Biomes5 papers
  5. B4.1.8—Adaptations to hot deserts and tropical rainforest3 papers

Common question formats

  • Structured response
  • Data analysis
  • Evaluation
  • Comparison
  • Process explanation
  • Definition or recall
  • Calculation

Recent exam appearances

November 2025Paper 2 SL · TZ1Q1(a), 1(b), 1(c), 1(d)(i), 1(e), 1(f), 7(b)[ 17 ]
November 2025Paper 1B SL · TZ3Q2(a)[ 1 ]
November 2025Paper 1B SL · TZ1Q2(a), 2(b)[ 2 ]

141 papers analysed · Tagging incomplete

Exam points

  • Define habitat and distinguish it from a biome and the biosphere by the ecological scale and environment each describes.
  • Identify abiotic variables such as water, light, nutrients, salinity or temperature and explain how deficiency or excess limits survival, growth or reproduction.
  • Use transects and ecological data to relate measured abiotic gradients to organism distribution or abundance.
  • Interpret tolerance data to identify critical, optimum and stress ranges, compare species and predict effects on survival or distribution.
  • Relate warm, shallow, clear, sunlit and suitable-pH water to coral-reef formation, and interpret bleaching or coral-cover evidence about temperature thresholds.
  • Identify terrestrial biomes from temperature, rainfall and climograph patterns.
  • Compare biome climate, vegetation and productivity, and relate latitude or seasonal temperature and rainfall to global distribution.
  • Compare desert-plant water-saving features with mangrove salt and waterlogging adaptations, including roots, storage, reduced leaves and pneumatophores.
  • Relate desert-animal features such as pale colouration and large ears to heat balance, camouflage and survival in hot conditions.
  • Explain how tropical-rainforest pitcher plants capture insects to supplement mineral nutrients in nutrient-poor soils.

Exam points

  • Define habitat as the physical place or environment where an organism, population, species or community lives.

Question 1

[Maximum number: 4]

Define habitat, population, community and ecosystem.

Exam points

  • Explain how mangrove aerial roots or pneumatophores support gas exchange in waterlogged soil.
  • Explain how mangrove salt exclusion or salt-gland excretion maintains ion balance in saline habitats.

Question 1

[Maximum number: 1]

Avicennia officinalis is a tree species that is adapted to live in mangrove swamps. Salt glands can be seen in the micrograph of a transverse section of an A. officinalis leaf.

Figure for Question 1 — IB Biology SL

How does A. officinalis benefit from this adaptation?

A

The glands provide nitrates for amino acid synthesis as mangrove soils are nitrogen-deficient.

B

The salt in the leaves attracts predators to eat the leaves.

C

A high concentration of salt in the glands allows absorption of water into the leaf cells.

D

The glands secrete salt to keep cytoplasmic concentration suitable for metabolic processes.

Exam points

  • Explain how temperature, salinity or pH can limit species survival, growth or reproduction.
  • Interpret transect or distribution data to link light, pH or temperature with species abundance.
  • Measure an abiotic gradient along a transect and compare it with species distribution.

Question 1

[Maximum number: 1]

The life cycle of the mosquito (Aedes aegypti) starts as a larva, then moves to the pupa stage, after which it moves to the adult stage. The influence of pH on mosquito larval development was measured. On the graph, 1.0 indicates that all individuals are at the larval stage and 0 indicates that all are pupae.

Figure for Question 1 — IB Biology SL

What can be concluded about the effect of pH on larval development from this graph?

A

All mosquito larvae developed into pupae by day 15 at both pH values.

B

pH has no effect on larval development of the mosquito.

C

On day 10 , there are more pupae at pH 8 than at pH 6 .

D

Mosquito larvae developed faster at pH 6.

Exam points

  • Read seed-germination graphs to identify Topt and calculate the range of Tmax across species.
  • Compare temperature-tolerance graphs to judge which seed group is more affected by soil warming.
  • Use Topt, Tmax and soil-moisture data to predict when fire-adapted seeds will germinate.

Question 1

[Maximum number: 1]

Nisin, is a naturally occurring polypeptide, that is used in the food industry to prevent the growth of food-borne pathogens such as Listeria monocytogenes. The pathogen was grown at three different nisin concentrations using a range of pH values and NaCl concentrations. Dark shading shows visible growth of bacteria after 48 hours of incubation and light shading shows areas where bacterial growth was inhibited but the bacteria were not killed, clear areas show where bacteria were killed.

Figure for Question 1 — IB Biology SL
Figure for Question 1 — IB Biology SL
Figure for Question 1 — IB Biology SL

Deduce the highest pH at which all L. monocytogenes are killed.

Exam points

  • Identify abiotic limits on Zooxanthellae that affect coral-reef formation.
  • Compare coral cover and sea-surface temperature anomalies across two study periods.
  • Explain how bleaching breaks coral–algae mutualism and can lead to coral death.

Question 1

[Maximum number: 1]

Reef-building corals are an association between two organisms: coral polyps and Zooxanthellae.

Figure for Question 1 — IB Biology SL

State one limiting factor on Zooxanthellae which affects coral reef formation.

Exam points

  • Identify biomes from climographs using temperature and rainfall patterns.
  • Compare biome vegetation and productivity using temperature, rainfall and water-availability data.
  • Describe the global distribution of tundra, including its high-latitude northern range.

Question 1

[Maximum number: 1]

A graph of abiotic factors needed for biomes to develop is shown. Which label identifies temperate forest?

Figure for Question 1 — IB Biology SL

Exam points

  • Define a biome by its characteristic climate and vegetation, then distinguish it from the biosphere.
  • Describe named biomes by their characteristic temperatures, moisture and vegetation.

Question 1

[Maximum number: 3]

Question (a)

(a)

Distinguish between the biosphere and biomes.

[ 1 ]

Question (b)

(b)

Outline the typical yearly temperatures and vegetation found in a named biome.

[ 2 ]

Exam points

  • Explain how hot-desert plant roots, water-storage tissues and reduced leaves help conserve water.
  • Relate cottontail fur colour, large ears or nocturnal behaviour to survival in desert conditions.
  • Classify an insect-trapping green plant as both autotrophic and heterotrophic.

Question 1

[Maximum number: 1]

The desert cottontail (Sylvilagus auduboni) is a rabbit that lives in North American deserts.

Figure for Question 1 — IB Biology SL

Suggest one adaptation of the cottontail that helps it to survive in desert conditions.

One additional mark is available for the construction of your answer.