The aim of this research is to determine the understanding of the macroconcept of Equilibrium and Interdependence in the Living World, based on the responses to questions from the County Biology Competition for the 7th grade in 2018. Students' responses were analyzed for the purpose of assessing the ability of students to address the issues of higher cognitive levels along with the stated macroconcept and questions that link multiple macroconcepts. The students' responses analysis included specific coding of the responses and the interpretation of the biological meaning of the students' responses. During the analysis of this knowledge assessment, problems and misconceptions are identified especially in relation to the concept of Interdependence of the living world and the environment. A statistically significant difference was found in mismatches and problems related to the breathing process, and in the ways and conditions of malaria transmission. The highlighted problems and misunderstandings will give a clear picture of understanding this macroconcept and will enable biology teachers better curriculum planning when teaching the content that provides the context for teaching this macroconcept. Misconceptions found during the analysis point to the necessary modernization of biology teaching, and to the greater use of knowledge and less reproduction, with an emphasis on experiential learning and the more independent student activities during the teaching of biology. By analyzing this exams the interconnections of the macroconcepts were established, where the greatest correlation was established between the macroconcept of Equilibrium and Interdependence in the Living World and Biological Literacy.