Home / A-Level Biology 9700 / Topic 18 / Revision notes
Download PDFQuestion bank →Topic 18 lessons

Classification, biodiversity and conservation

A-Level Biology 9700 · Topic 18 revision notes

Everything from the 4 lessons of this topic on a few pages: the key idea of each lesson, the diagram to remember, the points to learn and the traps examiners set. Read it, cover it, test yourself.

  1. Species, domains and kingdoms
  2. Sampling and measuring biodiversity
  3. Transects and correlation
  4. Extinction and conservation

1Species, domains and kingdoms

Syllabus 18.1

A species can be defined in more than one way: by the ability to interbreed to produce fertile offspring (biological), by shared physical features (morphological) or by a shared ecological niche (ecological). All cellular life is placed in three domains: Bacteria and Archaea, which are both prokaryotes but differ in their membrane lipids, ribosomal RNA and cell wall composition, and Eukarya. Eukaryotes are classified into a hierarchy of kingdom, phylum, class, order, family, genus and species, with four kingdoms: Protoctista, Fungi, Plantae and Animalia. Viruses are not in any domain; they are classified by whether their nucleic acid is DNA or RNA and whether it is single-stranded or double-stranded.

common ancestor Bacteria prokaryotes Archaea prokaryotes Eukarya eukaryotes three domains (from rRNA sequences) kingdom: Animalia phylum: Chordata class: Mammalia order: Carnivora family: Felidae genus: Panthera species: P. leo fewer organisms, more shared features at each level down ↓
Fig. 1: the three domains share a common ancestor; within Eukarya the lion is classified through seven taxonomic ranks

Define, divide, rank.

  • Biological species: interbreed to give fertile offspring.
  • Archaea vs Bacteria: membrane lipids, rRNA, cell walls (no peptidoglycan in Archaea).
  • Ranks: kingdom, phylum, class, order, family, genus, species.
  • Viruses: DNA or RNA, single- or double-stranded; no domain.

Watch out!

Producing offspring is not enough for the biological species concept: the offspring must be fertile. A horse and a donkey produce a mule, but the mule is infertile, so they are two species.

Archaea are not a kind of bacteria, even though both are prokaryotes. They are a separate domain with different membrane lipids, different rRNA and no peptidoglycan in their cell walls.

2Sampling and measuring biodiversity

Syllabus 18.2

An ecosystem is a community of organisms and its physical environment, interacting; a niche is the role of a species in its ecosystem, including what it feeds on, where it lives and how it interacts with other organisms and the environment. Biodiversity can be assessed at three levels: the number and range of ecosystems and habitats, the number of species and their relative abundance, and the genetic variation within each species. Samples must be random to avoid bias. Frame quadrats placed at random coordinates give density, frequency or percentage cover of plants and slow-moving animals, and Simpson's index of diversity, D = 1 − Σ(n/N)2, combines richness and evenness on a scale of 0 to 1. Mobile animals are estimated by mark-release-recapture with the Lincoln index, N = (n1 × n2) ÷ m2.

Site A: even Site B: one species dominates 2020202020 805555 5 species, N = 100 5 species, N = 100 Σ(n/N)² = 0.20 D = 0.80 Σ(n/N)² = 0.65 D = 0.35 D = 1 − Σ(n/N)²: same species richness, different evenness
Fig. 1: two sites with the same five species and the same total; the even site has the higher Simpson's index

Random, square, divide.

  • Three levels: ecosystems and habitats, species and abundance, genetic variation.
  • Random coordinates on a grid remove sampling bias.
  • D = 1 − Σ(n/N)2: near 1 high diversity, near 0 low.
  • Lincoln: N = n1 × n2 ÷ m2.

Watch out!

Square each n/N before adding, then subtract the total from 1. Adding the n/N values first always gives 1, and forgetting the final subtraction gives a number that falls as diversity rises.

Put the recaptured marked number m2 on the bottom. If marked animals are more likely to be caught a second time (trap-happy), m2 is too large and the population is underestimated.

3Transects and correlation

Syllabus 18.2

A line transect is a tape laid across a habitat, recording the organisms that touch it at regular intervals; a belt transect places quadrats at intervals along the line, giving abundance as well as presence. Measuring an abiotic factor (light, soil moisture, pH) or a biotic factor at each point lets you test for a correlation with a species' abundance. Spearman's rank correlation, rs = 1 − 6ΣD2 ÷ (n3 − n), works on ranks and suits data that are not normally distributed. Pearson's correlation coefficient r measures how close the points are to a straight line and needs both variables to be normally distributed. Both run from −1 to +1; the value is compared with a critical value at p = 0.05 to accept or reject the null hypothesis of no correlation. A correlation never proves cause.

belt transect: quadrats placed at intervals along a line across a gradient woodland (shade) open field (light) light intensity / lux → plants per quadrat rs = 0.93 critical value (n = 7) 0.79 significant positive correlation correlation shows an association, not that light causes the change
Fig. 1: a belt transect from woodland into an open field, and the scatter graph of plant numbers against light intensity

Gradient, rank, critical value.

  • Belt transect = quadrats along a line; gives abundance along a gradient.
  • rs = 1 − 6ΣD2 ÷ (n3 − n); ties share mean ranks.
  • Compare with the critical value at p = 0.05; reject the null if equal or greater.
  • Correlation is not causation; Pearson needs normal, linear data.

Watch out!

A transect is systematic, not random sampling: it is used deliberately along a gradient. For estimating the overall diversity of a uniform area, use random quadrats instead.

A significant correlation does not show that one variable causes the other. Light might affect the plants, or both might depend on a third factor such as soil moisture or trampling.

4Extinction and conservation

Syllabus 18.3

Populations and species become extinct when climate change shifts conditions faster than they can move or adapt, when a competitor uses their resources more efficiently, when hunting by humans removes individuals faster than they reproduce, and when habitats are degraded or lost. Small populations also lose genetic diversity. Biodiversity is worth maintaining for ecosystem stability and services, for food, medicines and genes, for economic value such as ecotourism, and for ethical reasons. Conservation protects species in national and marine parks, and away from their habitat in zoos, botanic gardens, frozen zoos and seed banks. Rare mammals can be bred by IVF, embryo transfer and surrogacy. Invasive alien species are controlled to protect native species, and internationally the IUCN assesses threat (the Red List) while CITES regulates trade.

endangered species in its own habitat national parks marine parks control invasive species anti-poaching patrols away from its habitat zoos, captive breeding botanic gardens frozen zoos (−196 °C) seed banks (about −20 °C) IVF, embryo transfer, surrogacy → reintroduction to the wild international IUCN Red List, CITES trade rules
Fig. 1: conservation of an endangered species in its own habitat, away from it, and through international agreements

Explain the threat, name the tool.

  • Four threats: climate change, competition, hunting, habitat loss; explain the effect on numbers.
  • In the habitat: national and marine parks. Away: zoos, botanic gardens, frozen zoos, seed banks.
  • IVF, embryo transfer, surrogacy multiply offspring from rare mammals.
  • IUCN = Red List; CITES = trade rules.

Watch out!

Do not just name the threat: explain the effect on the population. For example, habitat loss reduces the food and breeding sites available, so the carrying capacity falls and fewer individuals survive and reproduce.

Seed banks and frozen zoos do not stop a species declining in the wild on their own. They store genetic diversity; the habitat must still be protected for any reintroduced organisms to survive.

Back to A-Level Biology 9700 contents · (c) 2026 TheLucidSTEM · thelucidstem.com