Zadanie 1a
Calculate the difference in mean survival between the highest fungus-P dose and the control.
- Materiał graficzny
Biology HL Paper 2, May 2026, TZ3
Zadania wzorowane na pytaniach z tego arkusza: te same umiejętności, format i punktacja, inne dane i kontekst. Treści arkusza IB nie publikujemy.
W bazie 31 zadań z tego arkusza, razem 96 punktów, każde z kluczem i schematem punktowania. Najwięcej zadań sprawdza: Biological calculations, statistics and graphs (4), Evaluating biological evidence and methods (4), Protein turnover and amino acid reuse (3).
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Dodaj cały arkusz do zestawuZadanie 1b
Distinguish the outcomes at 2 × 106 P spores mL⁻¹ from those in the control.
- Materiał graficzny
Zadanie 1c
Deduce whether raising the P dose from 2 × 107 to 2 × 108 spores mL⁻¹ offers an advantage.
- Materiał graficzny
Zadanie 1d
Identify the fungus-Q concentration that reaches complete mortality first.
- Materiał graficzny
Zadanie 1e
Discuss whether weevils are more vulnerable to P or Q after 14 days.
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Zadanie 1f
Calculate the mean number still alive on day 4 in the group initially 20% infected.
- Materiał graficzny
Zadanie 1g
Compare and contrast mortality at the three times in the initially 20% and 60% infected groups.
- Materiał graficzny
Zadanie 1h
Using all three models, discuss the suitability of these fungi as biological control agents for the pest.
- Materiał graficzny
Zadanie 2a
Identify the type of nucleic acid that makes up a coronavirus genome.
Zadanie 2b
List two mechanisms by which a coronavirus genome could acquire a mutation.
Zadanie 2c
Explain two reasons, apart from a high mutation rate, why a viral population can evolve rapidly.
Zadanie 3a
State one abiotic variable that can limit the distribution of both plant and animal populations.
Zadanie 3b
Distinguish a species’ fundamental niche from its realised niche.
Zadanie 3c
Describe the climate-related range changes documented for New Guinea’s tropical montane birds.
Zadanie 4a
State the consumer level occupied by these weevils.
Zadanie 4b
(i) Define intraspecific competition. (ii) Explain how this competition can affect biological fitness over generations.
Zadanie 4c
The model pyramid represents energy available at five successive trophic levels. Explain why progressively less is available at higher levels.
- Materiał graficzny
Zadanie 5a
State one environmental variable that affects the rate at which a leaf transpires.
Zadanie 5b
Outline how a rise in transpiration rate affects leaf-cell water potential.
Zadanie 5c
Explain the effect on a leaf cell’s water potential when its solute potential becomes less negative, with pressure potential unchanged.
Zadanie 5d
Explain how a root can generate positive pressure within its xylem.
Zadanie 6a
State the full chemical name abbreviated as ATP.
Zadanie 6b
Outline one role of ATP in the degradation pathway.
Zadanie 6c
State the final reusable products after complete breakdown of the enzyme.
Zadanie 6d
Justify the cell’s need to degrade proteins through proteasomes.
Zadanie 7a
State the oxygen-carrying molecule used in vertebrate blood.
- Materiał graficzny
Zadanie 7b
Distinguish the fish circulation from that of a mammal.
- Materiał graficzny
Zadanie 7c
Outline two arterial adaptations for blood transport.
- Materiał graficzny
Zadanie 8
Carbon chemistry underlies the origin, storage and sustainable production of biological material. (a) Outline environmental conditions on early Earth that favoured diverse carbon compounds. (b) Describe practices that can make agriculture sustainable. (c)…
Zadanie 9
Inherited information is encoded in DNA and expressed in phenotypes. (a) Draw a DNA segment containing two base pairs. Label its nucleotide components and the interactions between the bases. (b) Describe how whole-genome sequencing can be used to infer…
Zadanie 10
Chemical messages coordinate cells and whole organisms. (a) Describe bacterial quorum sensing. (b) Outline roles of calcium ions in animal-cell signalling. (c) Explain how plant hormones regulate growth through signalling.