IB Biology SL C4.1 Populations and communities Questions

Practise IB Biology SL C4.1 by estimating populations, reading community and growth data, and testing species interactions with quadrat and statistical evidence.

75 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 topic64 / 141in the analysed sample
Latest appearanceNovember 2025
Tagged question parts99
Paper types5

Most tested objectives

  1. C4.1.13—Endemic vs. invasive species16 papers
  2. C4.1.10—Community11 papers
  3. C4.1.7—Population growth curves6 papers
  4. C4.1.12—Mutualism as interspecific relationship6 papers
  5. C4.1.1—Populations5 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 1B SL · TZ1Q2(c)[ 3 ]
November 2025Paper 1A SL · TZ3Q27[ 1 ]
November 2025Paper 1A SL · TZ1Q26[ 1 ]

141 papers analysed · Tagging incomplete

Exam points

  • Define a population and community, distinguish same-species from multi-species groupings, and interpret richness, abundance, or distribution data.
  • Use random quadrats or transects to estimate sessile populations, scaling representative counts by quadrat and habitat area.
  • Estimate a mobile-animal population with capture-mark-release-recapture, applying N = n₁ × n₂ / n₃ and its assumptions.
  • Relate carrying capacity to limiting resources and explain how density-dependent pressures regulate population growth.
  • Interpret exponential or sigmoid growth data, label growth phases, and explain slowing or plateaus through limiting factors.
  • Use behavioural or resource-distribution evidence to explain cooperation and competition within a species.
  • Classify interspecific relationships from their effects on each species, including competition, predation, parasitism, and mutualism.
  • Explain mutualism through exchanged resources or protection and identify benefits to both species in examples.
  • Distinguish endemic from invasive species and evaluate effects of invasive populations on native species and biodiversity.
  • Test interspecific competition or species association using ecological observations and chi-squared expected counts, degrees of freedom, and critical values.
  • Interpret predator-prey data to explain changing populations, foraging, and time-lagged effects.
  • Trace top-down control through a food web and predict trophic-cascade effects when a predator is removed.
  • Explain how a named plant's allelochemicals inhibit the germination or growth of neighbouring plants.

Exam points

  • Define a population as organisms of the same species living together in one area.
  • Identify or count populations within a habitat by grouping individuals by species and distinguishing each population from the wider community.

Question 1

[Maximum number: 1]

In a rock pool a student observes four different species of animal. She sees 43 flat periwinkles (Littorina littoralis), ten rough periwinkles (Littorina saxatilis), three shore crabs (Carcinus maenas) and one common goby (Pomatoschistus microps).

How many populations and communities did she see in the pool?

Populations

Communities

1

4

2

3

3

2

4

1

Exam points

  • Estimate total population size by scaling the number counted in sample quadrats to the full habitat area.

Question 1

[Maximum number: 1]

In an area of forest measuring 100 m by 100 m , samples were taken to estimate the number of silver maple (Acer saccharinum) trees in the forest. The number of trees counted in each of five areas of 400 m2400 \mathrm{~m}^{2} was recorded.

Figure for Question 1 — IB Biology SL

Approximately how many silver maple trees are in the 10000 m210000 \mathrm{~m}^{2} area of forest?

A

5

B

25

C

125

D

625

Exam points

  • Use random coordinates to position known-area quadrats, then identify and count the target sessile organisms within each sample.
  • Scale quadrat counts to the full habitat area to estimate total population size, using the mean count per quadrat and the quadrat and habitat areas.

Question 1

[Maximum number: 2]

The table shows the numbers of five different species of algae growing in the River Trent in the United Kingdom from May to October 1939, at different distances from where untreated sewage had entered the river.

Table for Question 1 — IB Biology SL

Describe one method that could have been used to record the number of algae along the River Trent.

Exam points

  • Describe capture-mark-release-recapture by capturing and marking a sample, allowing it to mix with the population, then capturing a second sample and counting marked individuals.
  • Apply the Lincoln index to estimate population size from the first capture, second sample and number of marked individuals recaptured.

Question 1

[Maximum number: 1]

A capture-mark-release-recapture experiment was used, together with the Lincoln index formula (population size estimate =M×N/R=\mathrm{M} \times \mathrm{N} / \mathrm{R} ), to estimate the population size of common periwinkles (Littorina littorea) on a rocky shore. The table shows the data collected.

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

What is the estimated size of the population?

A

160

B

500

C

1000

D

5000

Exam points

  • Explain why exponential population growth reaches carrying capacity: limited food, nesting sites, space or other resources create competition and prevent continued increase.

Question 1

[Maximum number: 1]

The graph shows a predicted population growth curve when a small number of rats are accidentally introduced to an island where they do not naturally occur. When is there most likely to be a balance between natality and mortality?

Figure for Question 1 — IB Biology SL

Exam points

  • Identify biotic factors that can limit population growth, including reduced prey, increased predators and disease.

Question 1

[Maximum number: 1]

The graph shows a population growth curve.

Figure for Question 1 — IB Biology SL

What factor could cause the part of the graph indicated by X ?

A

Increased food supply

B

Increased disease

C

Reduced predation

D

Reduced competition

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: 1]

The graph shows the growth of a population of rabbits inhabiting a new area.

Figure for Question 1 — IB Biology SL

What would be suitable labels for the axes X and Y ?

X

Y

number of rabbits

time

time

birth rate of rabbits

birth rate of rabbits

time

time

number of rabbits

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

Exam points

  • Explain how resource distribution changes intraspecific behaviour: shared food can promote cooperation, while scarcity promotes monopoly or fighting and changes competitive frequency.
  • Interpret behavioural frequency or probability data to compare cooperation and competition under different resource arrangements, dominance ranks or food availability.

Question 1

[Maximum number: 10]

A group of nine semi-wild Asian elephants (Elephas maximus) from an elephant camp in Myanmar were trained to pull two ends of a single rope to get access to food in food trays located on a table behind a barrier. When both elephants pulled the rope, the table moved towards them making the food trays accessible. The task required two elephants to work together in cooperation for mutual benefit to obtain food.

Figure for Question 1 — IB Biology SL

The graph shows the rate of cooperation between pairs of elephants in pulling the rope when there were two food trays, one at each end of the table (as shown in the diagram), or when there was one food tray placed in the centre of the table. The cooperation rate was the number of successful cooperative attempts divided by the number of all attempts in one session. The experiment was repeated for many sessions on successive days.

Question (a)

(a)
Figure for Question (a) — IB Biology SL

Using the graph, describe how the elephants cooperated when two food trays were available.

[ 2 ]

Question (b)

(b)

Outline the reason that the one-tray experiment was carried out for fewer sessions than the two-trays experiment.

[ 1 ]

Question (c)

(c)

Suggest a reason for the difference in the response of the elephants between the two-tray and one-tray experiments.

[ 1 ]

Question (d)

(d)

Compare and contrast the frequency of monopoly and fighting when there is a change from two trays to one tray of food.

[ 2 ]

Question (e)

(e)

Suggest a reason for the observed changes in competition.

[ 1 ]

Question (f)

(f)

The probability of a fight occurring between two elephants depends on differences in their dominance rank in the group. Rank difference was calculated using the rank of the elephant starting the fight minus the rank of the target elephant. The researchers modelled a graph of the probability of elephants fighting back when another elephant attempted to start a fight if presented with two trays or one tray of food.

Figure for Question (f) — IB Biology SL

Estimate the probability of a fight occurring when an elephant of rank 5 initiates a fight with an elephant of rank 2 if they are presented with two trays of food.

[ 1 ]

Question (g)

(g)

Compare and contrast the chances of a fight occurring with two trays and one tray of food.

[ 2 ]

Exam points

  • Define a community as populations of different species living and interacting in the same area.
  • Compare community structure using species richness, relative abundance or evenness, and distribution; relate patterns to species interactions or abiotic conditions when supported by the data.

Question 1

[Maximum number: 1]

How are the individuals in an ecological community related to each other?

A

They all belong to the same species.

B

They all belong to the same trophic level.

C

They belong to different populations.

D

They belong to populations composed of many species.

Exam points

  • Classify interspecific competition, predation or herbivory, mutualism and parasitism by how the relationship affects each species.
  • Use ecological examples or data to explain how interspecific relationships affect feeding, distribution, survival or reproduction.

Question 1

[Maximum number: 1]

Which interspecific relationship has a negative impact on both individuals?

A

Competition

B

Mutualism

C

Parasitism

D

Pathogenicity

Exam points

  • Define mutualism as an interspecific relationship in which both species benefit, and distinguish it from parasitism where only one benefits.
  • Explain what each partner gives or gains in an example such as coral–zooxanthellae, squirrel–spruce or legume–Rhizobium.

Question 1

[Maximum number: 1]

Root nodules in a plant of the Fabaceae (legume) family is an example of a type of interspecific relationship that involves bacteria.

Figure for Question 1 — IB Biology SL

Which of the following explains the relationship between the species?

A

It is mutualistic, as bacteria obtain oxygen for respiration and provide carbon dioxide for plant photosynthesis.

B

It is mutualistic, as the plant supplies bacteria with sugars and obtains ammonium for protein synthesis.

C

It is parasitic, as bacteria take nutrients from the plant causing poor plant growth.

D

It is parasitic, as bacteria obtain water from roots, which reduces plant photosynthesis.

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: 3]

The red lionfish (Pterois volitans) is an aggressive predator that inhabits coral reefs. It is native to the Indo-Pacific ocean but has recently been found in Florida, the Gulf of Mexico and the Caribbean and is considered to be an invasive species.

Figure for Question 1 — IB Biology SL

Discuss the impact that the presence of this fish could have in the Gulf of Mexico.

Exam points

  • Infer interspecific competition from experimental or field evidence, such as population patterns when species occur alone or together and changes in distribution where they coexist.
  • Interpret Connell's barnacle removal study by relating the observed distribution of barnacle species to fundamental and realized niches.

Question 1

[Maximum number: 1]

Caenorhabditis elegans and Caenorhabditis briggsae are two species of nematode that co-exist in rotting plant material. A study was conducted in France to determine the relative population of each species in samples of apples.

Figure for Question 1 — IB Biology SL

Suggest, with a reason, the type of interaction that may exist between the two nematodes.

Exam points

  • From quadrat presence/absence data for two species, state hypotheses about association and explain how expected counts are calculated under the null hypothesis.
  • Calculate chi-squared from observed and expected counts, then compare it with the critical value to conclude whether the species distributions are associated.

Question 1

[Maximum number: 1]

A student wanted to know whether the density of buttercup (Ranunculus) flowers in two fields was the same. He used a quadrat to estimate the number of flowers in equal-sized areas of each field. The table shows the results.

Number of flowersField 1Field 2
Observed7551
Expected6363

A chi-squared test was carried out to determine whether the density of buttercups was the same in both areas. The chi-squared calculated value was 4.571 .

Table for Question 1 — IB Biology SL

With reference to the probability table, what conclusion can be drawn about the null hypothesis with 95 % confidence?

A

It is rejected as 4.571 is less than 5.991.

B

It is rejected as 4.571 is greater than 3.841.

C

It is rejected as 4.571 is greater than 0.455 .

D

It is rejected as 4.571 is greater than 1.386.

Exam points

  • Compare prey density with and without predators, and describe the population response after predator removal, including any delay or later reversal in the data.
  • Interpret predator–prey population trends and correlations, using prey availability and other ecological factors to judge whether predation explains the observed changes.

Question 1

[Maximum number: 8]

The mountain yellow-legged frog (Rana muscosa) was once a common inhabitant of the Sierra Nevada (California, USA). It has declined during the past century due in part to the introduction of non-native fish, such as trout, into naturally fish-free habitats. The bar chart shows the average number per lake of tadpoles (aquatic larval stage) and frogs in lakes with and without trout in 1996.

Figure for Question 1 — IB Biology SL

Question (a)

(a)

Compare results for lakes with and without trout.

[ 2 ]

Question (b)

(b)

The trout might affect the number of frogs or tadpoles by competing for resources. Suggest one other way in which trout might affect the number of tadpoles or frogs in lakes.

[ 1 ]

Question (c)

(c)

Describe the effect of removing trout on frog density in Upper and Lower LeConte Lakes.

[ 3 ]

Question (d)

(d)

Using the map and graph, predict whether the removal of the trout from Upper and Lower LeConte Lakes will lead to a permanent recovery in the number of frogs and tadpoles.

[ 2 ]

Exam points

  • Use a food web to predict how predator loss changes populations across lower trophic levels, tracing indirect effects through intermediate consumers.

Question 1

[Maximum number: 1]

What will happen to the sizes of the populations in the food web above if the sea otter disappears?

A

Large fish increase and sea urchins decrease.

B

Abalones increase and sharks increase.

C

Sea urchins increase and kelps decrease.

D

Sea stars decrease and sharks increase.

Exam points

  • Identify allelopathy in a plant example by linking a named growth-inhibiting chemical with inhibited growth of other plants.

Question 1

[Maximum number: 1]

The paradise tree (Ailanthus altissima) produces a chemical called ailanthone which inhibits the growth of other plants. What is this process?

A

Allelopathy

B

Endemism

C

Mutualism

D

Herbivory