Behaviour (Option C3): Eduqas A Level Biology Exam Questions by Topic

EduqasBehaviourExam Questions
Written by Tom Whitburn

Behaviour is the last topic of Option C, Neurobiology and Behaviour, in Section B of Component 3. It covers innate behaviour such as escape reflexes, kineses and taxes in woodlice and maggots, learned behaviours from habituation to operant conditioning, imitation and insight in primates, the caste systems and communication of social insects, dominance hierarchies, and the territorial and courtship behaviours shaped by sexual selection.

The commonest slip in the examiners' reports is mixing up a kinesis and a taxis. A kinesis changes the speed or turning rate and has no direction; describing animals heading towards or away from something loses the mark. The other marks go to naming the behaviour (operant conditioning, imitation, phototaxis) and to using the information in the stem rather than a general answer.

I don't teach the Eduqas specification myself, so for one-to-one help I recommend Sam. He teaches Eduqas A level Biology at a top-rated sixth form college and is very popular with his students. You can ask about lessons with Sam on WhatsApp using the link at the bottom of this page.

What you need from GCSE and Year 12

Each question on this page assumes you're secure on these ideas. If any of them feels shaky, look it up before you start.

  • Behaviour can be inherited (innate) or learned from experience.
  • A stimulus is detected by receptors and causes a response.
  • Natural selection favours individuals whose alleles help them survive and reproduce.
  • Many animals live in social groups with different roles.

Key terms

These words come up in the questions and mark schemes. Examiners expect you to use them exactly.

  • Innate behaviour: behaviour that is inherited and doesn't need to be learned.
  • Kinesis: a non-directional response: the rate of movement or turning changes with the stimulus.
  • Taxis: a directional response towards or away from a stimulus, such as phototaxis.
  • Habituation: learning to ignore a repeated, harmless stimulus.
  • Operant conditioning: learning by trial and error, associating an action with a reward.
  • Imitation: learning by copying the behaviour of others.
  • Dominance hierarchy: a ranked social order that reduces fighting within a group.
  • Sexual selection: selection for features that increase success in getting a mate.

What these questions cover (Eduqas OC3)

The questions test these statements from Option C (Neurobiology and Behaviour) of the Eduqas A level Biology specification (A400). Option questions are in Component 3, and you answer only one of the three options.

  • (a) innate behaviour and the advantage to organisms of escape reflexes, kineses and taxes as exemplified by woodlice
  • (b) learned behaviours
  • (c) primates, including humans, living in very complex societies and exhibiting behaviours such as imitation and insight
  • (d) the advantages and disadvantages of living in social groups (no past question tests this on its own)
  • (e) the social structure of some insects
  • (f) social structure in vertebrates achieved through dominance hierarchies in which animals are able to recognise each other as individuals and possess some abilities to lear
  • (g) the advantage of territorial and courtship behaviours in increasing reproductive success (tested alongside sexual selection in OC3(h))
  • (h) the role of sexual selection in the evolution of territorial and courtship behaviours

How to use this page

Write your answer on paper before you open the mark scheme. Allow about 1.2 minutes per mark: the 20 questions are worth 33 marks, so about 40 minutes in total. Then mark your answer strictly against the mark scheme and read the examiners' tip underneath it. If you'd rather print the questions, download the PDF pack.

Innate behaviour

Question 1

A level Component 3 · Autumn 2020 · Q10(a)(i) · 1 mark

Explain what is meant by innate behaviour.

Exam question: (i) Explain what is meant by innate behaviour.
Show the mark scheme Mark scheme: Behaviour that doesn’t need to be learned/ a response that is inherited/ Accept instinctive Reject ‘inborn’

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From the examiners' report: Say it doesn't need to be learned, or is inherited. The word "inborn" on its own wasn't credited.

Question 2

A level Component 3 · Autumn 2020 · Q10(a)(iii) · 2 marks

Identify the innate behaviour of a maggot in a humidity choice chamber and give evidence from its movement.

Information from earlier in this question:

Earlier part of the same exam question, giving the information this part uses. Exam question: Identify the type of innate behaviour shown by the maggot in this experiment and describe one feature of the pattern of movement that supports your conclusion.
Show the mark scheme Mark scheme: Kinesis (1) Rate/speed of movement higher in dry area/lower in humid area/ Non directional movement/ Frequency of turning/change of direction higher in humid/lower in dry area (1)

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From the examiners' report: A kinesis: describe the change in speed or turning rate. Any hint that the maggot is heading somewhere makes it sound like a taxis and loses the mark.

Question 3

A level Component 3 · Autumn 2020 · Q10(a)(iv) · 2 marks

Suggest how this behaviour helps the maggot in its natural environment.

Exam question: Suggest how this behaviour would be an advantage to the maggot in its natural environment.
Show the mark scheme Mark scheme: Maintains its position in a higher humidity/ less likely to move out of humid conditions/ more likely to move out of low humidity/dry conditions (1) Inside a dead animal will be damp/high humidity (1) (inside a dead animal will be damp/humid SO more likely to stay there = 2 marks)

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From the examiners' report: Use the stem: inside a dead animal it's humid, and the kinesis keeps the maggot there.

Question 4

A level Component 3 · June 2023 · Q9(c)(i) · 1 mark · Easy

State the type of innate behaviour shown by woodlice in a light and dark investigation.

Exam question: State the type of innate behaviour shown by the woodlice in this investigation.
Show the mark scheme Mark scheme: Kinesis (1)

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Question 5

A level Component 3 · June 2023 · Q9(c)(iv) · 1 mark · Easy

Explain how this behaviour benefits woodlice in their natural habitat.

Information from earlier in this question:

Earlier part of the same exam question, giving the information this part uses. Exam question: Explain how this type of behaviour would benefit woodlice in their natural habitat.
Show the mark scheme Mark scheme: In bright areas, the woodlice move faster, increasing chances of finding darker areas as these are more favourable/ escape from predators/ owtte (1)

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Question 6

A level Component 3 · June 2022 · Q9(a)(ii)I · 1 mark

Name the innate response of termites to light.

Exam question: I. State the specific name of this type of innate response.
Show the mark scheme Mark scheme: Phototaxis

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From the examiners' report: Be precise about the type of innate behaviour: phototaxis.

Question 7

A level Component 3 · June 2022 · Q9(a)(ii)II · 3 marks

Suggest the advantage to the colony of wingless and winged termites responding differently to light.

Information from earlier in this question:

Earlier part of the same exam question, giving the information this part uses. Exam question: II. Suggest the advantage to the colony of the responses to light shown by wingless and winged adult individuals during the life cycle of termites.
Show the mark scheme Mark scheme: Any three (×1) from Wingless termites (move away from light) remain within the termite colony (1) Where they carry out their roles/ named role within colony (1) Winged termites (move toward light) fly away from colony/can disperse before reproducing/produce a colony elsewhere. (1) Reducing competition (1)

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From the examiners' report: Deal with both groups: wingless termites stay in the colony to work, winged ones fly off to set up new colonies.

Question 8

A level Component 3 · Autumn 2021 · Q9(c)(i) · 2 marks

Explain what a sign stimulus is and name the behaviour it triggers.

Exam question: Explain what is meant by the term ‘sign stimulus’ and state the name given to the type or pattern of behaviour that is the result of this type of stimulus.
Show the mark scheme Mark scheme: Stimulus produces an innate response in a different individual/ activates nerve pathways that do not involve decision making. (1) Stereotypical behaviour/fixed action pattern. (1)

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Learned behaviour

Question 9

A level Component 3 · June 2017 · Q9(c)(ii) · 2 marks

State and explain the type of learning shown by hyenas escaping from a puzzle box.

Information from earlier in this question:

Earlier part of the same exam question, giving the information this part uses. Exam question: State and explain the type of behaviour exhibited by the hyenas.
Show the mark scheme Mark scheme: Operant conditioning (1) hyenas rewarded with food/ learning associated with a {reward/ reinforcement/ food} (1)

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From the examiners' report: Name it: operant conditioning. Many saw the food reward but didn't name the behaviour.

Question 10

A level Component 3 · June 2017 · Q9(c)(iii) · 1 mark · Easy

Explain why the hyenas escape from the box faster over successive trials.

Exam question: Explain why the time taken to escape from the box decreases.
Show the mark scheme Mark scheme: (In successive trials the hyena would) learn that escaping would have favourable consequences /{learn/ remember} the route/ learn how to escape/ positive reinforcement

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From the examiners' report: Learning has taken place, reinforced by the reward.

Question 11

A level Component 3 · June 2018 · Q10(d)(i) · 1 mark

Explain the advantage of studying meerkats that are habituated to being watched and handled.

Exam question: What is the advantage to the study of using meerkats ‘habituated’ to close observation and handling?
Show the mark scheme Mark scheme: They are used to being handled and show natural behaviour

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From the examiners' report: The point is that they behave naturally, not just that they aren't scared.

Question 12

A level Component 3 · June 2022 · Q9(c)(i) · 1 mark

Suggest which form of learning lets many chimpanzees in a group acquire a skill.

Exam question: Suggest which form of learning behaviour enables many chimpanzees in this group to acquire the skill shown in Image 9.6.
Show the mark scheme Mark scheme: Imitation

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From the examiners' report: Imitation: copying others in the group.

Question 13

A level Component 3 · June 2019 · Q10(e) · 1 mark

Explain the advantage of social learning to different groups of chimpanzees.

Exam question: Different groups of chimpanzees obtain food in a variety of ways. One group of chimpanzees was observed trapping colobus monkeys in order to eat them. Other groups use tools to get food; the way they do this varies from group to group. This is an example of social learning. Expla
Show the mark scheme Mark scheme: allows them to {adapt to/ access available food} in different environments they are in/ owtte

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From the examiners' report: Each group can adapt to and use the food available in its own environment.

Social insects

Question 14

A level Component 3 · June 2022 · Q9(a)(i) · 2 marks

Describe division of labour and suggest one role of worker termites.

Exam question: One feature of a eusocial colony is division of labour. Describe what is meant by division of labour and suggest one role that worker termites may carry out that would contribute to the survival of the colony.
Show the mark scheme Mark scheme: Specialised/different groups/castes perform different tasks (eq) (1) (worker termites) care for young/larvae OR collect food OR build the termite mound OR make the environment/specific example inside the termite mound suitable for colony (1)

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From the examiners' report: Be precise: different castes carry out different tasks, then give one task such as caring for the young or collecting food.

Question 15

A level Component 3 · June 2025 · Q9(c)(iii) · 3 marks

State the relationship between feeder distance and the bee waggle dance and suggest its benefit.

Information from earlier in this question:

Earlier part of the same exam question, giving the information this part uses. Exam question: State the general relationship shown in Graph 9.6 and suggest the benefit of this relationship to the bee colony.
Show the mark scheme Mark scheme: The greater the distance to the feeder, the longer the duration of the waggle dance (1) Any two (x1) from Other worker bees can learn how far to fly to the food source (1) Food source can be located more {quickly /efficiently} (1) More food for the colony (1)

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Social hierarchies and sexual selection

Question 16

A level Component 3 · June 2018 · Q10(c)(i) · 2 marks

Explain the advantages of a dominance hierarchy to a meerkat colony.

Exam question: What are the advantages, to the meerkat colony, of this dominance hierarchy?
Show the mark scheme Mark scheme: Reduces aggression (1) Dominant males and females have {stronger/fitter} offspring, improving the survival/ advantageous alleles passed (1)

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From the examiners' report: Two points: less aggression, and the dominant pair pass on advantageous alleles.

Question 17

A level Component 3 · June 2022 · Q9(b)(i) · 1 mark

Explain one advantage of a dominance hierarchy to chimpanzees.

Exam question: Explain one advantage of a dominance hierarchy to a group of chimpanzees.
Show the mark scheme Mark scheme: Any one (×1) from Decreases the amount of aggression/fighting is less likely/is a last resort. (1) Dominant animals have greater access to resources so more likely to survive to reproduce/dominant animals more likely to mate and reproduce. (1)

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From the examiners' report: Fighting becomes a last resort, or dominant animals get more resources and mates.

Question 18

A level Component 3 · June 2018 · Q10(c)(ii) · 1 mark

Explain why male lions are much larger than females.

Exam question: There is little difference between the size of males and females in meerkats. In other mammals, however, such as African lions, Panthera leo, the male is much larger than the female. Explain the reason for the large size of the male lions.
Show the mark scheme Mark scheme: Males fight for sexual access to females/ Sexual selection has favoured evolution of larger males.

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From the examiners' report: The point is sexual selection: males fight for access to females. Saying they're bigger to catch prey misses it.

Question 19

A level Component 3 · Autumn 2021 · Q9(c)(ii) · 2 marks

Describe two ways male elephants gain social advantage from larger tusks.

Exam question: Larger tusks place male elephants at a social advantage. Describe two ways by which male elephants gain social advantage from having larger tusks.
Show the mark scheme Mark scheme: More likely to overcome other males in aggressive disputes/become dominant to other males so more likely to mate with females. (1) Females select males with larger tusks so females more likely to mate with males that have larger tusks/sexual selection of males with larger tusks. (1) MP 1 Needs to be clear male dominanc

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Question 20

A level Component 3 · June 2024 · Q9(d)(ii) · 3 marks

Identify the two types of selection that produced sexual dimorphism in black grouse.

Information from earlier in this question:

Earlier part of the same exam question, giving the information this part uses. Exam question: Use all the information provided to identify the two types of selection that have resulted in sexual dimorphism in black grouse. Explain each answer.
Show the mark scheme Mark scheme: Females - natural selection + male – sexual selection (1) Females need to be camouflaged to increase chance of survival of young (1) Males need to increase chance of {breeding / passing on of advantageous alleles} (1)

Tap an image to open it full size.

From the examiners' report: Use the information given: natural selection for camouflaged females, sexual selection for showy males.

Where students lose marks (from Eduqas examiners' reports and mark schemes)

Each point below is followed by wording that gained marks.

  • Inherited, not just "inborn": Answers that used the word inborn with no further explanation weren't credited.

    ✔ Gains credit: "Behaviour that doesn't need to be learned / a response that is inherited" (reject inborn).

  • A kinesis has no direction: Suggestions that the maggots were heading to or from an area, which is directional movement, lost the mark.

    ✔ Gains credit: "Kinesis": "non-directional movement", rate of movement higher in the dry area.

  • The behaviour keeps the maggot there: Some noted that a dead animal is humid, but few said the behaviour keeps the maggot there.

    ✔ Gains credit: "Inside a dead animal will be damp... so more likely to remain there".

  • Name it: operant conditioning: Few identified operant conditioning even though they recognised the food reward.

    ✔ Gains credit: "Operant conditioning": "learning associated with a reward".

  • Natural behaviour, not "not scared": Answers said the meerkats wouldn't be scared instead of saying they behave normally.

    ✔ Gains credit: "They are used to being handled and show natural behaviour".

  • Bigger for mates, not prey: Some said male lions are bigger to catch prey, missing the point about sexual selection.

    ✔ Gains credit: "Males fight for sexual access to females / sexual selection has favoured larger males".

Download the questions

Download the PDF pack (20 questions, mark schemes at the end)

Keep practising

Questions, mark schemes and examiners' report extracts © WJEC CBAC Ltd (Eduqas).

Tom Whitburn
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