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IB Biology 2025 · Theme C · Interaction and interdependence

C1.3 Photosynthesis. Practice questions with markscheme.

68 original IB-style questions on C1.3, written from the 2025 guide: 31 multiple-choice, 24 short-answer, 7 data-based, 3 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 (21 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

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

  1. C1.3.1SL / HL Transformation of light energy to chemical energy when carbon compounds are produced in photosynthesis
  2. C1.3.2SL / HL Conversion of carbon dioxide to glucose in photosynthesis using hydrogen obtained by splitting water
  3. C1.3.3SL / HL Oxygen as a by-product of photosynthesis in plants, algae and cyanobacteria
  4. C1.3.4SL / HL Separation and identification of photosynthetic pigments by chromatography
  5. C1.3.5SL / HL Absorption of specific wavelengths of light by photosynthetic pigments
  6. C1.3.6SL / HL Similarities and differences of absorption and action spectra
  7. C1.3.7SL / HL Techniques for varying concentrations of carbon dioxide, light intensity or temperature experimentally to investigate the effects of limiting factors on the rate of photosynthesis
  8. C1.3.8SL / HL Carbon dioxide enrichment experiments as a means of predicting future rates of photosynthesis and plant growth
  9. C1.3.9HL Photosystems as arrays of pigment molecules that can generate and emit excited electrons
  10. C1.3.10HL Advantages of the structured array of different types of pigment molecules in a photosystem
  11. C1.3.11HL Generation of oxygen by the photolysis of water in photosystem II
  12. C1.3.12HL ATP production by chemiosmosis in thylakoids
  13. C1.3.13HL Reduction of NADP by photosystem I
  14. C1.3.14HL Thylakoids as systems for performing the light-dependent reactions of photosynthesis
  15. C1.3.15HL Carbon fixation by Rubisco
  16. C1.3.16HL Synthesis of triose phosphate using reduced NADP and ATP
  17. C1.3.17HL Regeneration of RuBP in the Calvin cycle using ATP
  18. C1.3.18HL Synthesis of carbohydrates, amino acids and other carbon compounds using the products of the
  19. C1.3.19HL Interdependence of the light-dependent and light-independent reactions

In the bank for C1.3

  • 31 multiple-choice
  • 24 short-answer
  • 7 data-based
  • 3 extended-response parts
  • 2 drawing
  • 1 labelling
  • 36 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 · 21 at HL · each has its own code
Take it online → Build a fresh paper Paper code BbB-EAAAACAAABQAOzdf
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 C1.3 Photosynthesis · SL
Name:
1.

The rate of photosynthesis of pondweed was measured at light intensities from 0 to 200 arbitrary units, over which range the rate rose in a straight line. A student used the equation of that line to predict the rate at 800 arbitrary units. Why is the prediction unreliable?

[1]
0 50 100 150 200 0 4 8 12 light intensity / arbitrary units rate of photosynthesis / bubbles min⁻¹ the student's straight line
  1. Light intensity is the independent variable and so cannot be used to predict a rate
  2. The prediction lies beyond the measured range, where another factor may become limiting
  3. The line was drawn by eye, so its gradient carries a large random error
  4. The prediction lies between measured points, and interpolation is never permitted
2.

During photosynthesis, carbon dioxide is converted to glucose. What is the source of the hydrogen needed for this conversion?

[1]
  1. Atmospheric hydrogen gas absorbed by the leaves
  2. The breakdown of chlorophyll molecules
  3. Glucose stored in the chloroplast
  4. The splitting of water by photolysis
3.

The same leaf extract is run again on the same kind of paper. Which change would give spot 1 a different Rf value?

[1]
originsolvent frontspot 1spot 2spot 3spot 401020304050607080distance from origin / mmPaper chromatogram of pigments extracted from spinach leaves
  1. Letting the solvent front travel 120 mm instead of 80 mm
  2. Using a solvent with a different composition
  3. Cutting the paper strip twice as wide as before
  4. Applying a larger volume of extract to the origin
4.

In free-air carbon dioxide enrichment (FACE) experiments, extra CO₂ is released from rings of pipes surrounding vegetation growing outdoors. What is the purpose of these experiments?

[1]
  1. To measure the effects of raised CO₂ on plants outdoors
  2. To supply plants with CO₂ needed for respiration
  3. To find the optimum temperature for photosynthesis in crops
  4. To reduce the CO₂ concentration around outdoor crop plants
5.

What is the overall energy conversion carried out in photosynthesis?

[1]
  1. Chemical energy to heat energy
  2. Heat energy to chemical energy
  3. Light energy to chemical energy
  4. Chemical energy to light energy
6.

Which method allows the rate of photosynthesis of an aquatic plant to be measured directly?

[1]
  1. Measuring the volume of oxygen released
  2. Counting the leaves on the plant each day
  3. Measuring the mass of the soil used
  4. Weighing the whole plant once only, at the start
7.

Outline the energy transformation that takes place in photosynthesis and its importance for life in ecosystems.

[3]
8.

Draw an annotated graph to show the absorption spectrum of chlorophyll.

[3]
9.

A student trapped cells of the green alga Chlorella vulgaris in small beads of alginate jelly. Fifteen beads were placed in each of a set of glass tubes of hydrogencarbonate indicator, which changes colour from red towards purple as the concentration of dissolved carbon dioxide falls. The tubes were kept in water baths at temperatures from 10 °C to 45 °C, and each tube was lit by the same lamp, either directly (high light intensity) or through a shading screen that let through one fifth of the light (low light intensity). The colour of each tube was measured with a colorimeter at the start and after 45 minutes, and the change was converted to a rate of carbon dioxide uptake. Three tubes were set up for each combination of temperature and light intensity. Before the student started, the hypothesis was: the higher the temperature, the faster the rate of photosynthesis.

0 5 10 15 20 25 30 35 40 45 50 0 10 20 30 40 50 60 temperature / °C rate of CO₂ uptake / arbitrary units high light intensity low light intensity means of three tubes at each temperature
(a)Calculate the percentage increase in the rate of carbon dioxide uptake in high light intensity when the temperature was raised from 15 °C to 30 °C.[1]
(b)Deduce, giving a reason from the data in each case, the factor that limited the rate of photosynthesis (i) at 10 °C, at both light intensities, and (ii) between 20 °C and 35 °C in low light intensity.[2]
(c)Evaluate the student's hypothesis using the data.[3]
(d)Explain, with reference to the absorption of light by photosynthetic pigments, how raising the light intensity can increase the rate of photosynthesis of the algae.[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-EAAAACAAABQAOzdf

Show the markscheme

Markscheme BbB-EAAAACAAABQAOzdf

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. C1.3.7 [1]
  • B: 800 units lies outside the range investigated, so the straight-line relationship is being extrapolated; at high light intensity carbon dioxide concentration or temperature is likely to become limiting and the rate will plateau, so the predicted value will be too high;

Option B offers the correct-sounding neighbour, interpolation, for what is in fact extrapolation.

2. C1.3.2 [1]
  • D: water is split using light energy (photolysis), providing hydrogen for the reduction of CO₂ to glucose and releasing oxygen as a waste product;
3. C1.3.4 [1]
  • B: Rf depends on how the pigment is shared between the solvent (mobile phase) and the paper (stationary phase), so a different solvent changes it; a longer run moves the spot and the front in proportion, so Rf stays 74 ÷ 80 ≈ 0.93 (B); the amount of extract (C) and the width of the paper (D) do not change the ratio;
4. C1.3.8 [1]
  • A: FACE experiments raise the CO₂ concentration around intact outdoor vegetation, to predict how rising atmospheric CO₂ will affect photosynthesis, growth and ecosystems;
5. C1.3.1 [1]
  • C: light energy is transformed into chemical energy in carbon compounds (using CO₂ and water, releasing O₂);
6. C1.3.3 [1]
  • A: O₂ release (bubble counts/volume collected) per unit time gives the rate; CO₂ uptake (pH change) is an alternative;
7. C1.3.1 [3 max]
  • light energy is transformed into chemical energy;
  • the chemical energy is stored in carbon compounds / glucose (made from carbon dioxide and water);
  • (almost) all of the chemical energy used by organisms in an ecosystem was originally captured by photosynthesis / by producers, OWTTE;

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

  • C4.2 the energy in carbon compounds passes to consumers and decomposers along food chains;
  • C1.2 the energy is released (by cell respiration) for life processes such as growth, movement and active transport;

Do not accept 'energy is made / created' in photosynthesis. Accept 'solar energy' for light energy.

8. C1.3.5 [3]
  • axes labelled: absorption (of light) against wavelength (400–700 nm / violet to red);
  • peaks drawn in the blue (~430–450 nm) and red (~660–680 nm) regions;
  • trough/low absorption in the green region (~550 nm), annotated (green reflected);

Accept curves for chlorophyll a alone or a and b; both peaks required.

9. C1.3.5, C1.3.7
  • (a) [1]
    • 150 (%);

    Working: (50 − 20) ÷ 20 × 100 = 150 %. Accept answers from 140 % to 160 % to allow for reading the graph.

  • (b) [2]
    • (i) temperature, because raising the light intensity five times made almost no difference to the rate at 10 °C (12 compared with 11) OR because at both light intensities the rate rose when the temperature was raised from 10 °C to 15 °C / 20 °C (12 to 20 and 11 to 13);
    • (ii) light intensity, because raising the temperature from 20 °C to 35 °C did not increase the rate (stayed at about 14) OR because at the same temperatures the rate was much higher in high light (e.g. 42 compared with 14 at 25 °C);

    Do not award the mark for naming the factor without a reason from the data. Do not accept carbon dioxide concentration in either case: it was not varied, and the rate responds to the factor named.

  • (c) [3 max]
    • (supports) in high light intensity the rate rose as temperature rose from 10 °C to 35 °C / from 12 to 52;
    • (does not support) in low light intensity the rate hardly changed between 15 °C and 35 °C / stayed at about 13 to 15;
    • (because) temperature affects the rate only when it is the limiting factor / not when light intensity is limiting, OWTTE;
    • (does not support) above 35 °C the rate fell at both light intensities / fell steeply in high light from 52 to 10;
    • the hypothesis needs to be revised / is provisional, e.g. the rate rises with temperature up to an optimum (about 35 °C) when light is not limiting, OWTTE;
    • the temperature steps of 5 °C mean the true peak could lie anywhere from about 30 °C to 40 °C OR only means are shown, with no measure of variation, so small differences such as 50 and 52 cannot be judged OR only two light intensities were tested;

    Award [2 max] for answers that only support or only challenge the hypothesis.

  • (d) [3 max]
    • light is absorbed by pigments such as chlorophyll (in the chloroplasts of the algal cells);
    • absorbed light energy excites electrons in the pigment molecules / raises electrons to a higher energy level;
    • the energy of the excited electrons is transformed into chemical energy (in carbon compounds such as glucose), OWTTE;
    • at a higher light intensity more light / more photons reach the pigments per second, so more pigment molecules are excited per second / more energy is absorbed per unit time;
    • so more water can be split per second, supplying hydrogen to convert more carbon dioxide to glucose per second;
    • this applies only while light intensity is the limiting factor / until another factor such as temperature limits the rate (as at 10 °C);
    • only light of the wavelengths the pigments absorb (mainly red and blue) can be used, OWTTE;

    Do not accept 'light gives the algae more energy' without reference to absorption by pigments or excitation of electrons for the first two marking points.

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