IB ESS Semester Exam Study Guide PDF
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2024
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This is a semester exam study guide for IB Environmental Systems and Societies (ESS). It includes an overview of the exam, review topics such as water resources management and sustainability in soil systems, practice questions, and study tips. The guide covers essential topics in water resources, food production systems, and soil management, emphasizing the application of concepts to case studies and critical thinking in sustainability.
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IB Environmental Systems and Societies (ESS) Semester Exam Study Guide Exam Overview 1...
IB Environmental Systems and Societies (ESS) Semester Exam Study Guide Exam Overview 1 Exam Instructions 1 Review Topics 1 1. Water Resources Management 1 2. Sustainability in Soil Systems 2 3. Food Production Systems (Water and soil) 2 4. Fisheries Management 2 Practice Questions 2 Study Tips 3 Exam Overview The exam consists of two papers: P aper 1: Data Based and Case Study Questions (24 marks) Paper 2: Short-answer and long-response questions(25 marks) Total Marks:49 You will have80 minutesto complete the exam. Exam Instructions O nly use a pen/pencil and eraser. Calculators and a ruler are also permitted. Review your answers thoroughly before submitting the exam. his semester’s exam covers essential topics in water resources, food production systems, soil management, T and environmental impacts. Be prepared to apply concepts to case studies, analyze data, and demonstrate critical thinking in sustainability. Review Topics 1. Water Resources Management 1. Key Concepts: ○ Fluctuations in water storage and use ○ Strategies for urban water conservation ○ Conflicts over freshwater resources 2. Water Management Strategies: ○ Evaluating economic, environmental, and social impacts. ○ Public education on water use reduction. Rainwater harvesting, grey-water recycling, desalination. ○ ○ Implementing water tariffs and restrictions. 2. Sustainability in Soil Systems Principles of Soil Sustainability: ○ Replacement of extracted nutrients (e.g., crop rotation, organic fertilizers). ○ Preventing erosion through techniques like terracing and windbreaks. ○ Avoiding water depletion with efficient irrigation. Soil productivity and Vegetation ○ Importance of vegetation cover for soil health. ○ Benefits of loam soils for plant growth. 3. Food Production Systems Cash Crops: ○ Soil nutrient depletion and erosion. ○ Water contamination from fertilizer and pesticide runoff. Co mparing Terrestrial and Aquatic Systems ○ Energy efficiency and trophic levels. ○ Environmental impacts such as overfishing and methane emissions. ○ Examples: Intensive farming vs. aquaculture. Environmental Impacts of Diets ○ Foods with high environmental impacts (e.g., beef). 4. Fisheries Management Sustainable Strategies: ○ Quotas, protected areas, and gear restrictions. ○ Promoting aquaculture and consumer awareness campaigns. Practice Questions . 1 escribe how vegetation affects evaporation rates. D 2. Explain why loam soils are ideal for plant growth. 3. Explain reasons for variation in dam water storage and agricultural water use. 4. Calculate the percentage change in daily water use over time. 5. Evaluate the sustainability of two water management strategies. 6. Outline how sustainability principles can be applied to soil systems. 7. Compare and contrast a terrestrial food system with an aquatic system in terms of efficiency and environmental impacts. 8. Describe strategies for sustainable wild fisheries management. 9. Explain how cash crop production impacts soil and water systems. 10.Identify land-use changes contributing to agricultural expansion. 11.Describe the relationship between dietary recommendations and environmental impacts. 12.Explain how regional factors influence dietary composition. Study Tips . 1 eview case studies and figures provided in class. example(Iowas case, Japan,India, Bangladesh) R 2. Practice calculations and data interpretation (e.g., percentage decreases, trends). 3. Review key terminology: sustainability, trophic levels, ecological footprint, etc. 4. Use past paper questions for practice to understand IB command terms like “Outline,” “Evaluate,” and “Compare.” ood luck on your exam! Remember to structure your answers clearly and support them with examples and G data where possible. Unit 4 topic water: Question Bank (a)Distinguish between point and non-point sourcesof pollution with reference to named examples. (b)For a named water pollutant, evaluate two managementstrategies to maintain the sustainability of water sources. (c)Human activities have depleted the availabilityof freshwater resources during the past 50 years. With reference to examples, discuss this statement. Answers may include: nderstanding concepts and terminologyof air pollution(definition); human activities that can increase u air pollution include combustion of fossil fuels in power stations/industries, use of cars, intensive agricultural practices, fires; ODSs; human activities that can decrease air pollution include afforestation, walking or using the bike, catalytic convertor use, legislation; breadth in addressing and linkinga range of humanactivities with a variety of positive and negative impacts from different societies on global air quality examplescan discuss issues such as legislation/afforestation/deforestation/behaviouralchanges in named regions or countries, policies, legislation including Montreal Protocol, Kyoto Protocol, technology, polluter pays principle (the more exhaust you produce the more you pay, e.g. in EU), green taxes/heavily taxing processes that produce a lot of pollution, and subsidizing PV panels, solar water heaters, reorienting education systems; wild fires, particulate removal (filters and electrostatic precipitators), NOx control by fitting catalytic convertors on cars to change pollutants to harmless substances: NO2 into N2 and O2, CO into CO2, VOC into water and CO2, sulphur removalthrough changing fuel, low sulphur coal or change plant to solar, fluidized bed combustion and flue gas desulphurization/scrubbers / limestone together with water is sprayed inside the chimney to convert SO2 into calcium sulphate; balanced analysis: of extent to which human activitieshave reduced or increased air pollution over last 50 years. a conclusion that is consistent with and supported by analysis and examples given, e.g. “human activities have greatly increased air pollution, whereas the majority of activities that aim to reduce air pollution seem to be reactive rather than proactive in principle”; 4. 20N.2.SL.TZ0.6 (a)Outline two factors that enable a human populationto increase its local carrying capacity. (b)Explain how the growth in human population canaffect local and regional water resources. (c)To what extent would different environmental valuesystems be successful in reducing a society’s ecological footprint? nderstanding concepts and terminologyof ecologicalfootprint; EVS; carrying capacity; sustainability; u population growth; breadth in addressing and linkingclimate change;population growth; sustainability; food production methods; water resource management; SDW management; resource management; consumption rates; living standards; land use; environmental degradation; examplesof different strategies/perspectives to reducethe EF of a society; balanced analysisdiscussing how the eco-, anthro-,and techno- centric EVSs would approach the reduction of a society’s EF using a range of resource use and management and addressing a range of factors/variables influencing EF; a conclusion that is consistent with, and supported by, analysis and examples giveneg ideologically, an ecocentric value system may be most successful in reducing ecological footprints but in practice there needs to be the legislative aspect of anthropocentrism and the technological innovation of technocentrism to be really effective; 5. 19N.1.SL.TZ0.4 igure 11(a) and (b): Coliform bacteria concentrations (in units/100 mL) in the F St Lawrence River near Montreal Figure 11(a): Before the release of untreated sewage Figure 11(b): One day after the release of untreated sewage [Source: adapted from CBC news, © OpenStreetMap contributors www.openstreetmap.org/copyright and © Mapbox. Data adapted from Ville de Montréal the open data portal http://donnees.ville.montreal.qc.ca/dataset?q=intercepteur and licensed under CC BY 4.0 https://creativecommons.org/licenses/by/4.0/legalcode] (a)UsingFigure 11(b), estimate the highest concentrationsof coliform bacteria (in units/100 mL) found in the St Lawrence River one day after the untreated sewage was released. arkscheme M 120 000 (units/100 ml); Units are not required. (b)Outline an environmental problem that may resultfrom the release of untreated sewage into a river. Figure 10: Untreated sewage release into the St Lawrence River ontreal: M In November 2015, the City of Montreal discharged between 5 and 8 billion litres of untreated sewage into the St Lawrence River. It was called “FlushGate” in the Canadian news. Citizens were warned to avoid contact with the water. River pollution levels returned to normal within 4 to 10 days. The Mayor of Montreal described it as the “most environmentally-friendly solution”. uebec: Q In November 2016, the City of Quebec discharged 110 million litres of untreated sewage into the St Lawrence River. Nationally: 25 % of Canadians do not have access to sewage or wastewater treatment centres. 205 billion litres of untreated sewage are released into Canadian rivers and oceans each year. [Source: adapted from www.cbc.ca/news] (c)With reference toFigures 10,11(a)and11(b),describe a method to monitor the impact of the release of untreated sewage into the St Lawrence River ecosystem. 6. 19N.2.SL.TZ0.7 (a)Outline how energy drives the hydrological cycle. (b)Explain, with the use of a system diagram, howhuman activities affect flows in the global water cycle. Markscheme Award up to[4 max]for identifying following impacts either on the diagram or in words: melting (1) will increase due to global warming/climate change/increased greenhouse gas emissions; freezing (2) will decrease due to global warming/climate change/etc; precipitation (4,6,8) will be polluted due to acid formation/emissions of NOx & SOx/ combustion of coal; precipitation (4,6,8) could change/increase/decrease due to climate change/etc; percolation/infiltration (8) will decrease due to urbanisation / soil compaction caused byeg overgrazing; run-off (5) will increase due to urbanization/deforestation; warmer/polluted streams (5) due to thermal/toxic pollution from industrial effluent; evaporation (3,7,9) will increase due to global warming/climate change/etc; evapotranspiration (10) will increase due to global warming/climate change/etc; evapotranspiration (10) will be reduced due to deforestation; uptake by plants (11) will be reduced due to deforestation / urbanization / long fallow periods; groundwater flow/aquifers (12) will change dependent on climatic impacts/precipitation / rate of human extraction; cloud seeding increases precipitation (4,6,8) (addressing problem of drought/fog around airports). Award up to a further[3 max]for quality of diagram,giving 1 mark for every 3 correctly labelled flows or storages. No marks for less than 3. (c)To what extent do the approaches and strategiesof different environmental value systems improve access to fresh water? arkscheme M Refer to paper 2 markbands, available under “your tests” tab > supplemental materialsThe following guide for using the markbands suggests certain features that may be offered in responses. The five headings coincide with the criteria given in each of the markbands (although ‘ESS terminology’ has been conflated with ‘Understanding concepts’). This guide simply provides somepossibleinclusions and should not be seen asrequisite or comprehensive. It outlines the kind of elements to look for when deciding on the appropriate markband and the specific mark within that band.Answers may include: nderstanding concepts and terminologyof availability& distribution of water; water security; climate u change; water pollution; sustainable management of freshwater resources; reservoirs; desalination; artificial recharge; water conservation; environmental value systems; increasing demand for water; water scarcity;etc: breadth in addressing and linkinga range of environmentalvalue systems to specific management strategies AND general approaches that improve or hinder widespread access to freshwater in a range of geographical locations differing in freshwater availability/quality and societies of different economic development;etc; examplescould include a range of strategies and humanmanagement activities/approaches linked to specific value systems that impact water accessibility; balanced analysisof the extent to which differentmanagement strategies / political decisions / legislation and agreements linked to a range of environmental value systems influence, both positively and negatively, the global accessibility of freshwater; conclusion that is consistent with, and supported by, analysis and examplesgiveneg‘I believe a that all environmental value systems have something to offer when considering access to fresh water, however an anthropocentric value system may be most successful as it will implement strategies that include the best of both extremes of technological scale and personal life styles’. © International Baccal UNIT 5 TOPIC SOIL QUESTION BANK 2. To what extent is pollution impacting human food production systems? . Compare and contrast the impact oftwonamed foodproduction systems on climate 3 change. 4. Explaintwoexamples of soil degradation and theappropriate soil management strategies from a named farming system. Evaluate the proposal to convert an area of tropical rainforest into agricultural use Part 1: Short answers Figure 1: Use of land in Costa Rica a) State and outline an impact on the soil that arises from the conversion to pasture land. (2pts) State - name must be precise and followed by explanation. Do not award soil degradation. Soil erosion - removal of vegetation because of overgrazing allows for wind and water to remove upper horizon of soil. Soil desertification - Continuous removal of forest area for grazing can lead to full degradation and undernourishment of soils. b) Outline how the conversion to cropland (commercial farming) may have an environmental impact on soil. (2pts) Students must include at least two of the following, with correct ESS terminology: intensive agriculture/monoculture results in soil nutrient depletion/reduction in organic matter; deforestation for plantations leaves the soil bare contributing to soil erosion; tillage/ploughing can leave soil prone to erosion; excessive use of pesticides leading to soil toxification; use of fertilizers increases soil productivity; Examiners report Responses were highly variable for this question.A common error was not to link the cause to the effect on the soil or give very generic responses e.g. stating that soil is eroded without an explanation of the cause. c) Outline how the production of cash crops (commercial farming) may have an environmental impact on lakes or rivers. (2pts) Students must include at least two of the following, with correct ESS terminology: Markscheme - use of fertilizers/leaching of nutrients can lead to eutrophication/algal blooms; - use of pesticides can lead to contamination of aquatic systems/death of non-target organisms/bioaccumulation; - over-abstraction of water for agriculture use may lead to low water levels (in rivers/lakes adversely affecting fish/aquatic species); - Soil degradation because of intensive harvest - undernourished soil - soil erosion into lakes/rivers could increase sedimentation/reduce water clarity; Note: For credit the cause and effect needs to be linked. d) State and outline a solution to the impact stated in question c) (2pts) - Solution must be linked to answer of previous question. - Eutrophication- buffer zones - Pesticides - Organic farming - Over withdrawal of water - drip irrigation - Soil degradation - crop rotation Part 2 - Long answers a) Compare and contrast the efficiency of commercial vs subsistence farming. (4pts) 2pts - Definition of efficiency (output/input analysis) pt- Description of inputs in each (commercialmoremechanized/fossilfueldependent,subsistencemorehumanlabor, 1 etc) 1pt- Description of outputs in each (outputs may include levels of productivity but also environmental degradation) lookoutforESSterminologyanddeductapointforgenericresponsesex“moredamaging”“morepolluting”-students must be specific on which are the impacts and pollutants. (b) Explain the link between soil fertility, primary productivity and human activity. (7pts) soil fertility refers to the ability of soil to support plant growth/primary productivity; This will depend upon the nutrient availability in soils; …and appropriate availability/retention/drainage of water in soils; …and appropriate soil pH/low salinity to allow for plant growth; It will also depend upon appropriate soil texture/aeration/malleability; …and also the community of soil organisms that maintain its nutrient content/condition; human activities may deplete nutrient content through over irrigation/overcropping/monoculture/overgrazing; human activities may increase salinity through over-irrigation; human activities may increase soil erosion/compaction through tilling/overgrazing/overcropping/land clearance human activities may lower pH through emissions of NOx/SOx/acid precipitation; human activities may reduce soil water through evaporation due to anthropogenic global warming; human activities may improve nutrient content through fertilization/polyculture; human activities may reduce erosion through drip irrigation/terracing/ wind breaks/contour ploughing; human activities may improve soil texture through conditioners/organic fertilizer; Award 5 max if all three factors (fertility/productivity/human activity) are not addressed in links. c)Usingexamples,discusshowsocial,cultural,politicalandeconomicfactorsinfluencesocietiesintheirchoiceoffood production systems. [9pts] Answers may include: understanding concepts and terminology: aquatic and terrestrial food production; intensive or extensive, arable or market gardening, crops or livestock based, subsistence or commercial, organic or inorganic, monocultures or diverse farms, family or corporate ownership, irrigated or rain fed, soil based or hydroponic; use of food labels breadth in addressing and linking: food choices of different societies and the social, cultural, political and economic factors that influence them. examples of at least one social, cultural, political and economic factor that influences food production systems in different societies balanced analysis of the extent to which a range of social, cultural, political and economic factors addressing inputs, outputs, diversity, environmental impacts, profitablity of food production system determine choice of food production systems in different societies a conclusion that is consistent with and supported by analysis and examples given, e.g. “Affluence and economic development is a major factor in determining the degree to which livestock products and fish are selected for production since they require significant water and energy inputs that can be too expensive for developing countries. Do You Eat for Health or Environmental Sustainability? The Double Pyramid Says You Can Do Both T he Double Pyramid, created by the Barilla Center for Food and Nutrition in 2010, combines nutritional and environmental considerations to show how our food choices impact both health and the planet. It consists of two pyramids: a traditional food pyramid and an inverted environmental pyramid. The food pyramid ranks the healthiest foods, placing fruits and vegetables at the base, followed by grains, dairy, fish, eggs, and meat at the top. The environmental pyramid ranks foods by their ecological impact, with meat and cheese at the top as the most ecologically harmful, and fruits and vegetables at the bottom as the least damaging. Interestingly, the most environmentally friendly foods tend to be the healthiest, while foods that are unhealthy for our bodies also harm the environment. Olive oil is a notable exception, as it has a high ecological footprint but is considered beneficial for health. The pyramid encourages reducing meat consumption, but some may find its focus on grains and dairy controversial, especially given recent trends toward low-carb or high-fat diets. The Double Pyramid highlights the importance of considering both personal health and environmental sustainability in our food choices. It challenges the North American focus on meat-heavy diets by emphasizing the ecological cost of such foods. Overall, the Double Pyramid encourages a balanced approach that prioritizes health while minimizing harm to the planet. ANSWER The Double Pyramid: Health and Environmental Impact Assessment . What is the primary purpose of the Double Pyramid created by the Barilla Center for Food and Nutrition? 1 a. To promote Italian cuisine globally b. To show the relationship between nutritional value and environmental impact of foods c. To demonstrate cooking techniques |t Mediterranean diet products . Which foods are placed at the base of the traditional food pyramid? 2 a. Dairy products and grains b. Fish and eggs c. Fruits and vegetables d. Olive oil and nuts . According to the environmental pyramid, which foods have the highest ecological impact? 3 a. Fruits and vegetables b. Grains and legumes c. Fish and eggs d. Meat and cheese . What makes olive oil unique in the Double Pyramid model? 4 a. It has both low environmental impact and low health benefits b. It has low environmental impact but high health benefits c. It has high environmental impact but high health benefits d. It has both high environmental impact and low health benefits . What key message does the Double Pyramid convey about food choices? 5 a. High-protein diets are best for the environment b. Environmental impact has no relation to health benefits c. Traditional diets are always environmentally sustainable d. Foods beneficial for health often have lower environmental impact 2. To what extent is pollution impacting human foodproduction systems? SOIL KAHOOT Topic 5.1 Soil Review Part 1 https://create.kahoot.it/details/d6d4bcba-48f0-49fe-a2b9-19d42310f730 Topic 5.2 Food Systems - Soil Part 2 https://create.kahoot.it/details/8674941e-5796-4001-8b97-c1f20425aadc ESS 5.3 Soil Degradation and Conservation https://create.kahoot.it/details/636acba5-1116-4469-a222-d2aa75e29e66 ESS (Topic 5 - Soil) https://create.kahoot.it/details/55dfef6d-deef-4008-a35c-a8152296f8e3 QUIZZIES SOIL https://quizizz.com/admin/quiz/5b18888a736039001b5f9ad2/soil-and-food-ess-ib?source=search-result-page&page= search-result-page&arid=8dc26c86-5339-4e5b-822a-57c9dd5992ef&apos=-1&term=ess+SOIL WATER KAHOOT IB ESS Water Resources Topics 4.1 https://create.kahoot.it/details/ed976c36-d6be-456d-9ce2-cb0f436880c0 I B ESS Units 4.1 and 4.2 Water https://create.kahoot.it/details/ff20a507-bcfb-4dcd-be8b-10350c7edfa3 E SS Topic 4 - Water https://create.kahoot.it/details/f97ac281-c778-4903-b841-647691acdba8 ESS Water and Soil quiz 4.1, 4.2 and 5.1 https://create.kahoot.it/details/3c9b28c7-ef11-4380-b4b9-c77ab2d25538 UIZZIES WATER Q https://quizizz.com/admin/quiz/5de5143ab62865001b75bc3f/topic-4-ib-ess-water?source=search-result-page&page=se arch-result-page&arid=a2d99d06-beca-4bef-82b3-49c678d33fed&apos=-1&term=ess+water COMMAND TERMS https://create.kahoot.it/details/af553fd1-7805-4036-859c-2b3951367586 https://create.kahoot.it/details/5cc5fd0c-f075-4886-8a55-a439ae388bcb ESS Command Terms ESS Command terms These command terms indicate the depth of treatment required for a given assessment statement and relate to the course objectives in the “Assessment objectives” section. Objectives 1 and 2 are lower-order skills and objectives 3, 4 and 5 relate to higher-order skills. These terms will be used in examination questions, and so it is important that students are familiar with the following definitions. Objective 1:Demonstrate an understanding of information,terminology, concepts, methodologies and skills with regard to environmental issues. Define: Give the precise meaning of a word, phrase, concept or physical quantity. Draw: Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve. Label: Add labels to a diagram. List: Give a sequence of brief answers with no explanation. Measure: Obtain a value for a quantity. State: Give a specific name, value or other brief answer without explanation or calculation. Objective 2:Apply and use information, terminology,concepts, methodologies and skills with regard to environmental issues. Annotate: Add brief notes to a diagram or graph. Apply: Use an idea, equation, principle, theory or law in relation to a given problem or issue. Calculate: Obtain a numerical answer showing the relevant stages of working. Describe: Give a detailed account. Distinguish: Make clear the differences between two or more concepts or items. Estimate: Obtain an approximate value. Identify: Provide an answer from a number of possibilities. Outline: Give a brief account or summary. Objectives 3, 4 and 5:3) Synthesize, analyse and evaluate research questions, hypotheses, methods and scientific explanations with regard to environmental issues. 4) Using a holistic approach, make reasoned and balanced judgments using appropriate economic, historical, cultural, socio-political and scientific sources. 5) Articulate and justify a personal viewpoint on environmental issues with reasoned argument while appreciating alternative viewpoints, including the perceptions of different cultures. Analyse: Break down in order to bring out the essential elements or structure. Comment: Give a judgment based on a given statement or result of a calculation. Compare and Contrast: Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout. Construct: Display information in a diagrammatic or logical form. Deduce: Reach a conclusion from the information given. Derive: Manipulate a mathematical relationship to give a new equation or relationship. Design: Produce a plan, simulation or model. Determine: Obtain the only possible answer. Discuss: Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence. Evaluate: Make an appraisal by weighing up the strengths and limitations. Explain: Give a detailed account, including reasons or causes. Justify: Give valid reasons or evidence to support an answer or conclusion. Predict: Give an expected result. Solve: Obtain the answer(s) using algebraic and/or numerical methods and/or graphical methods. Suggest: Propose a solution, hypothesis or other possible answer.
