Ecosystems and sampling: Edexcel GCSE Biology questions

Every Edexcel GCSE Biology exam question on Ecosystems and sampling (specification points 9.1–9.6), 2018–2025, with its mark scheme and examiner’s report.

All 73 questions on Ecosystems and sampling, as a list

June 2025, Paper 2 Higher, Q3(a)(ii) (1 mark): Name one piece of equipment that could be used to sample the number of indigenous plants in this area. (1)
June 2025, Paper 2 Higher, Q3(b)(i) (1 mark): State the trend shown by the data in Figure 6 for plant species C from 2019 to 2023. (1)
June 2025, Paper 2 Higher, Q3(b)(ii) (1 mark): A scientist suggested that the decrease in the number of plants of species B in 2021 was caused by competition from one of the other species of plant. Which spe
June 2025, Paper 2 Higher, Q3(b)(iii) (2 marks): Explain one way that this species could have out‑competed species B. (2)
June 2025, Paper 2 Higher, Q3(b)(iv) (1 mark): Give one way that species H could have moved into the area. (1)
June 2025, Paper 2 Higher, Q7(a)(iii) (2 marks): Aphids are a problem for rose growers as they damage the leaves of rose plants. Explain how ladybirds could be used to reduce the number of aphids. (2)
June 2025, Paper 2 Foundation, Q9(a)(ii) (1 mark): Name one piece of equipment that could be used to sample the number of indigenous plants in this area. (1)
June 2025, Paper 2 Foundation, Q9(b)(i) (1 mark): State the trend shown by the data in Figure 20 for plant species C from 2019 to 2023. (1)
June 2025, Paper 2 Foundation, Q9(b)(ii) (1 mark): A scientist suggested that the decrease in the number of plants of species B in 2021 was caused by competition from one of the other species of plant. Which spe
June 2025, Paper 2 Foundation, Q9(b)(iii) (2 marks): Explain one way that this species could have out‑competed species B. (2)
June 2025, Paper 2 Foundation, Q9(b)(iv) (1 mark): Give one way that species H could have moved into the area. (1)
June 2025, Paper 2 Foundation, Q9(c) (6 marks): Figure 21 shows some plants growing in a small area of a 1000 m2 field. dandelion plantain hawkbit clover Figure 21 Devise a plan to estimate the number of name
June 2024, Paper 2 Higher, Q5(a)(i) (3 marks): The scientist wanted to use a random sampling technique. Devise a plan the scientist could use to randomly sample the number of plant species in the garden. (3)
June 2024, Paper 2 Higher, Q5(a)(ii) (3 marks): The scientist also measured abiotic factors in the garden. The pH of the soil was measured using a pH meter. Describe how three other abiotic factors could be m
June 2024, Paper 2 Higher, Q5(a)(iii) (2 marks): Mistletoe is a parasite that grows on some trees. Figure 6 shows a tree with mistletoe growing on it. mistletoe (Source: © NagyDodo/Shutterstock) Figure 6 Descr
June 2024, Paper 2 Foundation, Q3(d)(ii) (2 marks): One new species of moth is now able to live in England because of the increased temperatures. This moth feeds on oak leaves. Explain how these moths may affect
June 2023, Paper 2 Higher, Q7(a) (1 mark): Which term describes phytoplankton in this food web? (1) A consumer B producer C predator D prey
June 2023, Paper 2 Higher, Q7(b)(i) (1 mark): State why the removal of cod could lead to a decrease in the numbers of squid and penguins. (1)
June 2023, Paper 2 Higher, Q7(b)(ii) (2 marks): Explain why the removal of cod could lead to an increase in the numbers of squid and penguins. (2)
June 2023, Paper 2 Foundation, Q1(a)(i) (1 mark): The egret eats parasites that live on the skin of the buffalo. Which term describes this relationship, where the buffalo and the egret both benefit? (1) A eutro
June 2023, Paper 2 Foundation, Q6(c)(i) (2 marks): The data to calculate animal biodiversity was collected using the following method. • a 100 m2 area was chosen • three 1 m2 quadrats were placed randomly on the
June 2023, Paper 2 Foundation, Q6(c)(iii) (2 marks): The data shown in Figure 12 was collected during the summer. Explain why animal biodiversity would be different if the data had been collected in the winter. (2
June 2023, Paper 2 Foundation, Q6(d) (3 marks): A scientist observes that trees at the edge of a forest shade part of a field. Describe how a belt transect could be used to see how light intensity affects the
June 2022, Paper 2 Higher, Q4(a) (1 mark): Give one reason why the student always measured a leaf from the fourth pair of leaves. (1)
June 2022, Paper 2 Higher, Q4(b)(i) (1 mark): Why did the student not include the circled width when calculating the mean for area B? (1) A it has not been measured in millimetres B it is an anomalous resul
June 2022, Paper 2 Higher, Q4(b)(ii) (2 marks): Explain the difference in the mean width of leaves in the shade and those in the sunlight. (2)
June 2022, Paper 2 Higher, Q5(a)(i) (1 mark): Which term describes the relationship between this leguminous plant and the bacteria? (1) A parasitism B indigenous C biodiversity D mutualism
June 2022, Paper 2 Higher, Q9(a)(i) (3 marks): Using data from Figure 14, calculate the difference in the population size from March to July. (3) Difference in the population size
June 2022, Paper 2 Higher, Q9(a)(ii) (2 marks): State two factors the scientist should control when sampling the habitat in March and July. (2) 1 2
June 2022, Paper 2 Foundation, Q10(a) (1 mark): Give one reason why the student always measured a leaf from the fourth pair of leaves. (1)
June 2022, Paper 2 Foundation, Q10(b)(i) (1 mark): Why did the student not include the circled width when calculating the mean for area B? (1) A it has not been measured in millimetres B it is an anomalous resul
June 2022, Paper 2 Foundation, Q10(b)(ii) (2 marks): Explain the difference in the mean width of leaves in the shade and those in the sunlight. (2)
November 2021, Paper 2 Higher, Q2(c)(i) (2 marks): Explain the effect of light intensity on the number of small plants per m2. (2)
November 2021, Paper 2 Higher, Q2(c)(ii) (1 mark): State one variable the scientist should have controlled to make sure the light intensity measurements could be compared. (1)
November 2021, Paper 2 Higher, Q2(d) (3 marks): The scientist selects an area near the edge of the woodland where many stinging nettles are growing. This area is partly shaded by the trees. Describe how the s
November 2021, Paper 2 Foundation, Q2(a) (1 mark): There are three levels of organisation in an ecosystem. Which order shows the levels of organisation from lowest to highest? (1) A community, population, organi
November 2021, Paper 2 Foundation, Q2(b)(i) (1 mark): A scientist predicts that the number of caterpillars will decrease in garden A. Give one reason why the number of caterpillars will decrease in garden A. (1)
November 2021, Paper 2 Foundation, Q2(b)(ii) (1 mark): The scientist predicts that the number of caterpillars will increase in garden B. Give one reason why the number of caterpillars will increase in garden B. (1)
November 2021, Paper 2 Foundation, Q2(b)(iii) (2 marks): Figure 4 shows the population of slugs in garden A for five years. Slug pellets were used during the first year. slug pellets used 6000 5000 Number 4000 of slug
November 2021, Paper 2 Foundation, Q2(c)(ii) (2 marks): Figure 5 shows tiny white animals called mites on the skin of a slug. The mites feed on blood. skin of slug mite Figure 5 Explain why these mites are classed as
November 2021, Paper 2 Foundation, Q8(d)(i) (2 marks): Explain the effect of light intensity on the number of small plants per m2. (2)
November 2021, Paper 2 Foundation, Q8(d)(ii) (1 mark): State one variable the scientist should have controlled to make sure the light intensity measurements could be compared. (1)
November 2021, Paper 2 Foundation, Q8(e) (3 marks): The scientist selects an area near the edge of the woodland where many stinging nettles are growing. This area is partly shaded by the trees. Describe how the s
November 2020, Paper 2 Foundation, Q2(a)(i) (2 marks): The tick burrows into the skin to obtain .
November 2020, Paper 2 Foundation, Q2(a)(ii): When a tick burrows into human skin the tick benefits but the human is harmed. This means that ticks are classed as .
November 2020, Paper 2 Foundation, Q2(c)(i) (1 mark): Name the type of relationship where both the oxpecker and the zebra benefit. (1)
November 2020, Paper 2 Foundation, Q2(d)(i) (2 marks): Describe the difference in the maximum number of oxpeckers on the white rhino and on the hippo. (2)
November 2020, Paper 2 Foundation, Q2(d)(ii) (1 mark): Give one reason why more oxpeckers were observed on giraffes than on zebras. (1)
November 2020, Paper 2 Foundation, Q4(a) (2 marks): Figure 9 shows an invertebrate about to fall into a pitfall trap. flat stone invertebrate pebble sand soil food Figure 9 The steps the scientist used to set up
November 2020, Paper 2 Foundation, Q4(b)(i) (2 marks): Complete the table by filling in the tally and number for the spiders and worms. (2) invertebrate tally number of invertebrates ant   6 beetle 10  
November 2020, Paper 2 Foundation, Q4(b)(ii) (2 marks): The scientist selected an invertebrate at random to observe it in more detail. State the probability that the invertebrate selected is an ant. Give your answer
November 2020, Paper 2 Foundation, Q4(b)(iii) (1 mark): State how the type of food used to bait the pitfall trap could affect the number of different invertebrates caught. (1)
November 2020, Paper 2 Foundation, Q4(c) (2 marks): The scientist also counted the number of snails in four 1m2 areas of the garden. The garden had a total area of 40 m2. Describe how the scientist can use this i
June 2019, Paper 2 Higher, Q2(a)(ii) (2 marks): Hedgehogs eat slugs and earthworms. Slug pellets were used to kill the slugs. Explain how killing the slugs would affect the population of earthworms in this ga
June 2019, Paper 2 Higher, Q2(a)(iii) (3 marks): Describe a method that could be used to estimate the population of slugs in the garden. (3)
June 2019, Paper 2 Foundation, Q5(a) (2 marks): Explain why grass does not grow where there are nettles. (2)
June 2019, Paper 2 Foundation, Q5(c) (4 marks): Devise a method a scientist could use to investigate how temperature affects nettle growth. (4)
June 2019, Paper 2 Foundation, Q8(a)(ii) (2 marks): Hedgehogs eat slugs and earthworms. Slug pellets were used to kill the slugs. Explain how killing the slugs would affect the population of earthworms in this ga
June 2019, Paper 2 Foundation, Q8(a)(iii) (3 marks): Describe a method that could be used to estimate the population of slugs in the garden. (3)
June 2018, Paper 2 Higher, Q4(a)(ii) (2 marks): In France, Siberian chipmunks have very few natural predators. Describe how this affected the Siberian chipmunk population in France. (2)
June 2018, Paper 2 Foundation, Q4(c) (3 marks): Algae are green plants. Figure 10 shows the number of algae in a lake in the United Kingdom during one year. number of algae Apr May Jun Aug Sept Oct Nov Dec Ja
June 2018, Paper 2 Foundation, Q5(a) (1 mark): Figure 11 shows a British glow-worm. ª%PN(SFWFT%JHJUBM Figure 11 R
June 2018, Paper 2 Foundation, Q5(c)(i) (3 marks): Describe a sampling technique to find the mean number of female glow-worms in 1 m2 of the field. (3)
June 2018, Paper 2 Foundation, Q5(c)(ii) (1 mark): The mean number of female glow-worms in 1 m2 of the field is 5. The field has a total area of 800 m2. Estimate the number of female glow-worms in the whole fiel
June 2018, Paper 2 Foundation, Q10(a)(ii) (2 marks): In France, Siberian chipmunks have very few natural predators. Describe how this affected the Siberian chipmunk population in France. (2)
Specimen, Paper 2 Higher, Q10(b) (3 marks): Describe how a quadrat could be used to sample the population of clover in a 500m2 field. (3) The nitrogen-fixing bacteria provide nitrates for the plants and r
Specimen, Paper 2 Foundation, Q3(b)(i) (2 marks): Explain how this will affect the cod. (2)
Specimen, Paper 2 Foundation, Q3(b)(ii) (1 mark): Give one other factor that could affect the number of krill in the Arctic ocean. (1)
Specimen, Paper 2 Foundation, Q6(a)(i) (1 mark): Give a reason why the quadrats were placed at random. (1) The skin of the earthworm acts as a gas exchange surface.
Specimen, Paper 2 Foundation, Q6(b)(i) (1 mark): Calculate the mean number of daisy plants for the six samples. (1) mean number of daisy plants =
Specimen, Paper 2 Foundation, Q6(b)(ii) (2 marks): Describe how the student could use this calculated mean to estimate the total number of daisy plants in this field. (2) Sample 2 was taken in an area where ther
Specimen, Paper 2 Foundation, Q6(b)(iii) (2 marks): Explain how these trees may have affected the distribution of daisy plants growing in this area. (2)
Specimen, Paper 2 Foundation, Q6(b)(iv) (2 marks): Give two abiotic factors that could affect the distribution and size of daisies growing in this field. (2)

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