Human Impact on the Environment (1.6): Eduqas A Level Biology Exam Questions by Topic

EduqasHuman Impact on the EnvironmentExam Questions
Written by Tom Whitburn

Human impact on the environment is the last topic of Component 1. It covers why species become endangered, conserving gene pools in the wild and in captivity, the conflict between farming or fishing and conservation, sustainability, decisions based on sound science, and planetary boundaries. Every question on this page is from the A level papers, mostly Component 1, with a few synoptic questions from Components 2 and 3.

These questions are usually set in an unfamiliar context: beavers, red kites, cod, avocado plantations, apple orchards. The examiners' reports say the answers are often in the stem, but marks are lost through vague wording and through not applying the idea to the organism in the question. Use correct terms, give detail, and link climate change to the specific effect described.

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.

  • Biodiversity is the variety of species, genes and habitats in an area.
  • Habitat loss, pollution, hunting and introduced species reduce biodiversity.
  • Burning fossil fuels and deforestation raise carbon dioxide levels and contribute to climate change.
  • Populations grow when birth and immigration exceed death and emigration.

Key terms

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

  • Endangered species: a species at serious risk of extinction.
  • Gene pool: all the alleles in a population; conserving it keeps genetic diversity.
  • SSSI: a Site of Special Scientific Interest, protected from development or other damage.
  • Reintroduction: releasing a species back into an area where it once lived.
  • Fishing quota: a legal limit on the mass of fish that can be caught.
  • Sustainability: meeting today's needs without reducing resources for the future.
  • Planetary boundary: a safe limit for a global process; crossing it risks irreversible or abrupt environmental change.

What these questions cover (Eduqas 1.6)

The questions test these statements from Component 1 (Energy for Life) of the Eduqas A level Biology specification (A400). Component 1 content is examined in A level Component 1.

  • (a) the reasons for species becoming endangered and causes of extinction
  • (b) how gene pools are conserved in the wild and in captivity
  • (c) the issues in agricultural exploitation - conflicts between production and conservation and possible means to resolve such conflicts as illustrated by deforestation and o
  • (e) the need for political decision making to be informed by knowledge based on sound scientific principles
  • (f) the concept of planetary boundaries

How to use this page

Write your answer on paper before you open the mark scheme. Allow about 1.2 minutes per mark: the 18 questions are worth 37 marks, so about 44 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.

Endangered species

Question 1

A level Component 1 · June 2017 · Q1(a) · 1 mark

Explain what is meant by an endangered species.

Exam question: Beavers used to be an endangered species in Europe. Explain what is meant by an endangered species.
Show the mark scheme Mark scheme: (A species that is seriously) at risk of extinction

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From the examiners' report: Many scored well here: a species seriously at risk of extinction.

Question 2

A level Component 1 · June 2025 · Q6(a)(i) · 1 mark

State the term for a species at risk of extinction.

Exam question: (i) State the term used to describe a species that is at risk of extinction.
Show the mark scheme Mark scheme: Endangered / vulnerable (1)

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From the examiners' report: The term endangered was well remembered.

Question 3

A level Component 1 · June 2025 · Q6(b)(i) · 1 mark

Give two causes of a species becoming endangered.

Exam question: Suggest two human activities that could have contributed to the decline in the number of African elephants.
Show the mark scheme Mark scheme: Any two for 1 mark: • {poaching / hunting} • {farming / competition from domestic animals} / • {deforestation / habitat destruction} / • pollution

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From the examiners' report: The causes of extinction were well remembered: poaching, habitat destruction, competition from farming and pollution.

Conservation

Question 4

A level Component 1 · June 2017 · Q1(b) · 2 marks

Suggest benefits of reintroducing beavers to the UK.

Exam question: Give two advantages of using re-introduction of beavers from northern Europe as a strategy for conservation in the UK.
Show the mark scheme Mark scheme: Any 2 (x1)from:  {restores/ increases/ improves} biodiversity/ increases (fresh)water habitats (by pond formation)/ increases shrub growth/insect life (1)  Reduces flooding/ reduces damage to habitats/ slows water flow/ filters sediment from water (1)  Use of European beavers: maintains correct genetics of populatio

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From the examiners' report: Most of the answers are in the stem. A common error was writing only about biodiversity and missing the effect of slowing the flow of streams, such as less flooding.

Question 5

A level Component 1 · June 2017 · Q1(c) · 2 marks

Suggest why people might worry about illegal reintroduction of beavers.

Exam question: There has been some re-introduction of beavers into the UK, both legal and illegal. Give two reasons why people might be concerned about illegal, unregulated re-introduction of beavers.
Show the mark scheme Mark scheme: Any 2 (x1) from:  Introduction of {disease/TB} (1)  {Destruction/ loss} of {land/ habitat} due to {flooding/ bogs/ reduced flow of rivers (below the dams)/ deforestation} (1)  The wrong species would not be so well adapted/ inappropriate habitat for beavers (1)

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From the examiners' report: Think beyond biodiversity: disease, the genetic status of the animals, flooding of land and the effect on landowners.

Question 6

A level Component 1 · June 2019 · Q6(d) · 2 marks

Suggest two ways society could improve the survival of red kites.

Exam question: Suggest two ways in which society could improve the survival rates of Red Kites.
Show the mark scheme Mark scheme: Any two (×1) from A. Prosecution/ legislation/ ban hunting (1) B. Education/ increase awareness/ ecotourism (1) C. Making holding of poisons illegal/difficult to obtain (1) D. Feeding sites (1) E. Breeding programmes (1)

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From the examiners' report: Largely well done: legislation against hunting or poisoning, education, feeding sites or breeding programmes.

Question 7

A level Component 1 · June 2024 · Q5(c)(iii) · 2 marks

Explain why wild species are conserved and suggest two ways of conserving them.

Exam question: Some wild species of avocado show resistance to P. cinnamomi. Current practices in establishing avocado plantations are leading to some wild species becoming extinct. Explain why it is important that these wild species are conserved and suggest two ways of conserving them for the
Show the mark scheme Mark scheme: To conserve {gene pools / valuable alleles} / Source of resistant alleles / Maintain genetic {diversity / variability} (1) Any 2 (for 1 mark) from: • (Habitat protection through) {nature reserves / SSSIs} • (Breeding / reintroduction programmes by) botanic gardens • Seed stores • Relevant legislation / compensation for

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From the examiners' report: Marks were lost through lack of detail. Say it conserves the gene pool or useful alleles, then name methods such as seed banks or nature reserves.

Question 8

A level Component 1 · Autumn 2021 · Q5(b)(i) · 2 marks

Explain why a study was needed before deciding to control hedgehogs.

Exam question: State why it was necessary to carry out such a study before a decision was made to control the number of hedgehogs.
Show the mark scheme Mark scheme: To confirm that hedgehogs were responsible for decline (1) To assess impact of other predators (1)

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Farming, fishing and conservation

Question 9

A level Component 1 · June 2024 · Q5(a)(i) · 2 marks

Suggest how avocado plantations may have contributed to biodiversity loss.

Exam question: biodiversity loss;
Show the mark scheme Mark scheme: Deforestation / description of e.g. old forest cut down (1) Loss of habitat / fewer (ecological) niches / monoculture (1)

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From the examiners' report: Most students used the photograph well, but marks were lost through lack of detail: deforestation, then loss of habitats and niches in a monoculture.

Question 10

A level Component 1 · Autumn 2020 · Q4(b)(i) · 4 marks

Use data to evaluate a minimum net mesh size for the recovery of cod.

Exam question: Evaluate the effectiveness of using this minimum mesh size in allowing the recovery of the cod population.
Show the mark scheme Mark scheme: Any four (×1) from Would have very little effect. (1) Bigger mesh size still catches older fish (1) Egg production reaches maximum at 12 years (1) Older fish produce far more eggs (1) Eggs from older fish far more likely to develop into embryos (1) ref to data. (1)

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From the examiners' report: Some excellent answers, but many argued that removing mature fish would speed recovery by reducing competition. Older fish produce far more eggs, so a bigger mesh helps little.

Question 11

A level Component 1 · Autumn 2020 · Q4(b)(ii) · 1 mark

Give two other methods used to prevent overfishing.

Exam question: Other than restricting the mesh size of nets, give two methods which are used to prevent overfishing.
Show the mark scheme Mark scheme: Any two for one mark from Restrict fishing period/ Seasonal restrictions Have protected areas where no fishing Limit size of catch/ quotas Restrict number of boats

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Question 12

A level Component 2 · June 2017 · Q5(b) · 1 mark · Hard

Suggest how feeding GM Camelina seed to farmed fish could benefit biodiversity.

Information from earlier in this question:

Earlier part of the same exam question, giving the information this part uses. Exam question: Explain why feeding genetically modified Camelina seed to farmed fish could benefit biodiversity.
Show the mark scheme Mark scheme: Less wild fish will be harvested (to feed farmed fish)

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From the examiners' report: Few students saw that fewer wild fish would be caught for fish feed. Better nutrition for farmed fish doesn't improve biodiversity directly.

Question 13

A level Component 1 · June 2018 · Q3(c) · 4 marks · Easy

Explain why farmers are paid to keep wetland meadows in some areas.

Exam question: Given that one effect of global warming appears to be more flooding in the UK, discuss why the government is encouraging landowners to preserve and re-instate such meadows in certain areas by compensating them for the loss of productive farm land.
Show the mark scheme Mark scheme: 1. Land retains the water / acts as sponge (1) Not store flood water 2. Which is only released slowly into the rivers (1) 3. Reducing (flash-)floods (1) 4. Conflict between loss of farmland and conservation/cost of damage from flooding is more than farmers compensation for the loss of use of land(1) 5. Conservation (of

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From the examiners' report: Routinely answered well by students who read the stem: the land holds water and releases it slowly, reducing floods, which costs more than the compensation.

Planetary boundaries

Question 14

A level Component 1 · June 2017 · Q3(a) · 2 marks

Explain what the term planetary boundary means.

Exam question: Explain what the term “planetary boundary” means.
Show the mark scheme Mark scheme: Safe operating level for humanity/ a threshold value for a global process that is affected by human activity/ limits that global processes or systems must stay within (1) Above this value, the global process will not be stable / below this value the global process will be stable /exceeding boundary leads to gross globa

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From the examiners' report: Many students gained good marks: a safe limit for a global process, beyond which it becomes unstable.

Question 15

A level Component 1 · June 2025 · Q4(a)(i) · 1 mark

State the expected consequence of crossing a planetary boundary.

Exam question: State the expected consequence of crossing the safe threshold for any planetary boundary.
Show the mark scheme Mark scheme: (if planetary boundary crossed we risk) {irreversible / abrupt} environmental change / damage to the planet} owtte (1)

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From the examiners' report: Only about half the students could state it: a risk of irreversible or abrupt environmental change.

Question 16

A level Component 1 · Autumn 2021 · Q7(a)(iv) · 2 marks

Suggest how climate change may have helped cross the biodiversity boundary.

Exam question: Explain why an increase in global warming could have been a contributory factor in the planetary boundary for biodiversity being crossed.
Show the mark scheme Mark scheme: Any one factor (×1) + explanation (1) from: Sea temperature increases (1) To above what is suitable for organisms, e.g. algae in corals (1) OR Atmospheric temperature increasing (1) Faster than organisms can adapt (1) OR Ice caps melt/ expansion of water leading to higher sea levels (1) Causing destruction of habitat /

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Question 17

A level Component 2 · Autumn 2021 · Q3(d) · 4 marks

Explain how crossing the climate change boundary could lower apple yields.

Exam question: Apple trees produce pollen grains that are chemically self-incompatible with their own stigmas. To produce apples their flowers must be pollinated by pollen from a different variety of apple tree. Flowering, including pollen production and the development of receptive stigmas, is
Show the mark scheme Mark scheme: Any four (×1) from A. Increased atmospheric temperatures (1) B. Trees that flower due to warmer air temperatures could flower earlier / trees with different environmental triggers flower at different times / pollinating insects appear earlier (1) C. Day length not affected by climate change (1) D. Cross pollination can

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From the examiners' report: Most didn't link climate change to pollination. Warmer air can change flowering times while day length doesn't change, so cross-pollination may fail.

Question 18

A level Component 3 · June 2018 · Q6(c) · 3 marks

Suggest how the climate change boundary could explain where a plant disease is found in the UK.

Exam question: Until recently, the main species of Erwinia that caused soft-rot in the UK was E. carotovora. This species spreads rapidly in the cool, wet conditions usually found in this country in the spring. Recently, infections caused by another species of the same genus, E. chrysanthemi ha
Show the mark scheme Mark scheme: Any three (x1) from A. Named human activity (e.g. combustion/ deforestation/ agriculture) which (1) B. increased {CO2/ greenhouse gases} in atmosphere causing global warming (1) C. warmer climate in south of UK favours E. chrysanthemi (1) NOT UK unqualified D. not in Scotland yet as temperatures still too low (1)

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From the examiners' report: Most named human activities but didn't link them to the distribution given in the stem: warmer conditions in the south favour the bacterium.

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

Each point below is followed by wording that gained marks.

  • Look beyond biodiversity: Common errors were writing only about biodiversity and ignoring water flow and the wider effects of reintroduction.

    ✔ Gains credit: "Reduces flooding / slows water flow".

  • Give detail: Marks were lost through lack of detail on how the plantation affected wildlife.

    ✔ Gains credit: "Deforestation" leading to "loss of habitat / fewer ecological niches / monoculture".

  • Big fish matter most: Many argued that removing mature fish would speed recovery because competition would be less.

    ✔ Gains credit: "Older fish produce far more eggs".

  • Find the indirect link: Many answers implied better nutrition for farmed fish would directly improve biodiversity.

    ✔ Gains credit: "Less wild fish will be harvested (to feed farmed fish)".

  • Irreversible change: Only about half the students could state the consequence of crossing a boundary.

    ✔ Gains credit: "Irreversible / abrupt environmental change".

  • Temperature changes, day length doesn't: There was much confusion about the effect of crossing the climate change boundary.

    ✔ Gains credit: "Increased atmospheric temperatures" and "day length not affected by climate change".

Download the questions

Download the PDF pack (18 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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Microbiology (1.4): Eduqas A Level Biology Exam Questions by Topic