Biology  by Bradford
support
IB Biology 2025 · Theme A · Unity and diversity

A3.1 Diversity of organisms. Practice questions with markscheme.

69 original IB-style questions on A3.1, written from the 2025 guide: 31 multiple-choice, 25 short-answer, 8 data-based, 2 extended-response parts, 2 drawing, 1 labelling. Below are two ready-made practice papers built from them, one at standard level (21 marks) and one at higher level (20 marks); switch between them above the paper. Hand one out as a class quiz or homework, or sit it yourself and mark against the scheme. Print it, project it, or build a fresh one on the same topic.

What the guide asks for

11 statements at SL and HL, 4 additional higher level.

  1. A3.1.1SL / HL Variation between organisms as a defining feature of life
  2. A3.1.2SL / HL Species as groups of organisms with shared traits
  3. A3.1.3SL / HL Binomial system for naming organisms
  4. A3.1.4SL / HL Biological species concept
  5. A3.1.5SL / HL Difficulties distinguishing between populations and species due to divergence of non- interbreeding populations during speciation
  6. A3.1.6SL / HL Diversity in chromosome numbers of plant and animal species
  7. A3.1.7SL / HL Karyotyping and karyograms
  8. A3.1.8SL / HL Unity and diversity of genomes within species
  9. A3.1.9SL / HL Diversity of eukaryote genomes
  10. A3.1.10SL / HL Comparison of genome sizes
  11. A3.1.11SL / HL Current and potential future uses of whole genome sequencing
  12. A3.1.12HL Difficulties applying the biological species concept to asexually reproducing species and to bacteria that have horizontal gene transfer
  13. A3.1.13HL Chromosome number as a shared trait within a species
  14. A3.1.14HL Engagement with local plant or animal species to develop a dichotomous key
  15. A3.1.15HL Identification of species from environmental DNA in a habitat using barcodes

In the bank for A3.1

  • 31 multiple-choice
  • 25 short-answer
  • 8 data-based
  • 2 extended-response parts
  • 2 drawing
  • 1 labelling
  • 18 higher level only

Every question is original and tagged to a guide statement. See the whole bank →

Make your own

The practice paper

21 marks at SL · 20 at HL · each has its own code
Take it online → Build a fresh paper Paper code BbB-EAAgAAAAABQAOicd
Biology · topic quiz
Standard level · topic practice, not an exam format
30 minutes21 marks

Paper code: this paper was generated, so the code is its recipe. Enter it at biologybybradford.com/exam-maker to rebuild this exact paper and its markscheme.

Covers A3.1 Diversity of organisms · SL
Name:
1.

Clopidogrel is a drug given after a heart attack to reduce the risk of further blood clots. It is inactive when swallowed and is converted to its active form by a liver enzyme coded for by the gene CYP2C19. Some people carry a single-nucleotide polymorphism (SNP) in this gene that reduces the activity of the enzyme. The table shows results from a study of 4000 patients who took clopidogrel for one year.

Copies of *CYP2C19* carrying the SNPPatients / %Patients with a further heart attack or stroke within one year / %
none708.0
one2610.4
two414.4
(a)Calculate how many times more likely patients with two copies of the SNP were to have a further heart attack or stroke than patients with none.[1]
(b)Suggest how sequencing each patient's genome before treatment could reduce the number of further heart attacks and strokes.[2]
(c)Using the data, outline why personalized medicine based on genome sequencing cannot remove all risk for these patients.[2]
2.

Outline how and why a karyotype might be produced for an unborn baby.

[3]
3.

Meadow grasshoppers living on both sides of a wide river valley in central Europe were long regarded as a single species. Researchers collected 40 adult males from a population north of the valley (N) and 40 from a population south of it (S). For each male they measured the length of the hind femur and the number of sound pulses per second in the courtship song. They then carried out mating trials in the laboratory, pairing 50 females with males from the same population or from the other population, and followed the outcome of each cross. In the table, the first two rows give the measurements of males from each population; the remaining rows give the results of the mating trials, where N and S in the first two columns refer to crosses within each population.

NSN female × S maleS female × N male
Hind femur length of males / mm ± SE12.6 ± 0.313.0 ± 0.3––
Song pulse rate of males / pulses s⁻¹ ± SE18.4 ± 0.324.9 ± 0.4––
Pairings in which mating occurred / %92903438
Eggs that hatched / %88864145
Adult offspring that were fertile / %9594129
(a)Calculate the difference between the mean song pulse rates of males from the two populations.[1]
(b)Deduce, with a reason, whether the difference in mean hind femur length between the two populations is statistically significant.[2]
(c)Suggest why biologists using the morphological species concept regarded the grasshoppers on both sides of the valley as one species.[2]
(d)State the percentage of pairings in which mating occurred when a female from population S was paired with a male from population N.[1]
(e)Deduce, using the biological species concept, whether populations N and S should be regarded as separate species. Give reasons for your answer.[2]
(f)Explain why the decision to regard N and S as one species or as two species is arbitrary.[2]
(g)The researchers sequenced the same gene from ten males of population N and ten males of population S. Predict, with reasons, how the base sequences of this gene would compare within population N and between populations N and S.[3]

Original practice questions © Biology by Bradford · CC BY-NC-SA 4.0 · Not affiliated with or endorsed by the International Baccalaureate Organization.
Rebuild or edit this exact paper (and its markscheme): biologybybradford.com/exam-maker?code=BbB-EAAgAAAAABQAOicd

Show the markscheme

Markscheme BbB-EAAgAAAAABQAOicd

One mark per point; / separates alternative wording within a point, OR separates alternative answers, words in brackets are not required, underlined words are essential. OWTTE = or words to that effect.

1. A3.1.11
  • (a) [1]
    • 1.8 (times);

    Working: 14.4 ÷ 8.0.

  • (b) [2 max]
    • the sequence shows whether a patient carries the SNP in *CYP2C19*, and in how many copies;
    • patients carrying the SNP could be given a different drug that does not need activation by this enzyme / a higher dose;
    • patients without the SNP can be given clopidogrel with confidence, as they activate it normally, OWTTE;
    • (personalized medicine:) the treatment is chosen to suit the individual's genome, so fewer patients receive a drug that will not work for them;
  • (c) [2 max]
    • 8.0 % of patients without the SNP still had a further heart attack or stroke;
    • (so) other factors affect the outcome, e.g. other genes/SNPs, lifestyle (diet, smoking, exercise) or age;
    • a genome sequence gives the probability of an outcome, not a certainty, OWTTE;
    • an alternative drug may also fail in some patients / has its own side effects;
2. A3.1.7 [3 max]
  • (fetal) cells are obtained, e.g. by amniocentesis / chorionic villus sampling;
  • chromosomes are stained to show banding patterns and photographed;
  • chromosomes are arranged in (homologous) pairs by length, centromere position and banding pattern;
  • the sex chromosomes show the sex of the baby (XX female, XY male);
  • to detect an abnormal number or structure of chromosomes, e.g. trisomy 21 / Down syndrome, OWTTE;

Beyond this subtopic. Award if given; the marks above can be earned without it.

  • D2.1 cells are cultured and arrested in (metaphase of) mitosis, when chromosomes are condensed;
3. A3.1.4, A3.1.5, A3.1.8
  • (a) [1]
    • 6.5 (pulses s⁻¹);

    Units not required. Accept 24.9 − 18.4 = 6.5.

  • (b) [2]
    • not (shown to be) significant / cannot be concluded to be significant;
    • because the ranges of mean ± SE overlap / 12.3–12.9 mm and 12.7–13.3 mm overlap, OWTTE;

    Award the second mark only with reference to overlap of the standard-error ranges (or equivalent). Do not award for 'the numbers are close' alone.

  • (c) [2 max]
    • the morphological concept groups organisms by observable physical traits / appearance;
    • the populations do not differ (significantly) in body measurements such as femur length / look alike, OWTTE;
    • the trait that differs most (song pulse rate) is behavioural, not morphological, so it would not have been used;
  • (d) [1]
    • 38 (%);
  • (e) [2 max]
    • the biological species concept requires interbreeding to produce fertile offspring;
    • some interbreeding does occur between the populations (34–38 % of pairings mated and 41–45 % of eggs hatched), so they are not fully isolated;
    • (but) very few hybrid offspring are fertile (9–12 % compared with 94–95 % within populations), so by the concept the populations are (almost) separate species, OWTTE;

    Accept either conclusion if supported by the fertility data. Do not award the third mark for a conclusion based on the mating percentages alone.

  • (f) [2 max]
    • speciation is gradual, and the two populations are part-way through diverging, OWTTE;
    • some interbreeding and some fertile hybrids still occur, so there is no clear boundary between the populations;
    • the level of hybrid fertility (or of divergence) used to define separate species is a human choice / different species concepts give different answers;
  • (g) [3 max]
    • within N the sequences would be almost identical, because members of one population share most of their genome;
    • but they would still differ at a few positions / single-nucleotide polymorphisms (SNPs), since no two individuals have identical genomes;
    • between N and S there would be more differences than within N;
    • because few hybrid offspring are fertile, genes rarely pass between N and S, so new mutations/SNPs build up separately in each population;
    • the differences would still be few compared with long-separated species, because N and S have diverged only recently / still interbreed a little, OWTTE;

    Content pivot. Award the third mark only with a reason from the points that follow it.

More in Theme A · Unity and diversity

All 40 IB Biology subtopics →  ·  Command terms →  ·  AP Biology units →  ·  Open the exam maker →