This document provides a comprehensive list of case studies and examples for the International Baccalaureate Environmental Systems and Societies (IB ESS) exam, organized by topic. It includes specific examples of systems, ecosystems, populations, resources, pollution events, climate change impacts, and contrasting environmental value systems that students should know for the exam. While not a complete list, it covers many key topics and concepts that may be assessed.
Topic 1.1- Environmental value systems Four Corners.pdfNigel Gardner
Environmental Value systems (EVS) : Have been affected by events through history as the environmental movement has developed
Environmental Value systems (EVS) : Exist as a spectrum of ideas and values that depend on many factors and influences.
For IB Diploma Environmental Systems and Societies
Getting to the Core of Paper 2 - ESS.pdfNigel Gardner
How important are the 9 mark questions in IB Diploma Environmental Systems and Societies?
Where do those questions come from?
How do you teach to answer those questions?
Ess topic 1 foundations of environmental systems and societies(first exam 2017)GURU CHARAN KUMAR
Topic 1: Foundations of environmental systems and societies (16 hours)
Big questions: This topic may be particularly appropriate for considering big questions A, C, D and E.
Sub-topic 1.1: Environmental value systems
Significant ideas:
• Historical events, among other influences, affect the development of environmental value systems (EVSs) and environmental movements.
• There is a wide spectrum of EVSs, each with its own premises and implications.
Knowledge and understanding:
• Significant historical influences on the development of the environmental
movement have come from literature, the media, major environmental disasters,
international agreements and technological developments.
• An EVS is a worldview or paradigm that shapes the way an individual, or group
of people, perceives and evaluates environmental issues, influenced by cultural,
religious, economic and socio-political contexts.
• An EVS might be considered as a system in the sense that it may be influenced
by education, experience, culture and media (inputs), and involves a set of
interrelated premises, values and arguments that can generate consistent
decisions and evaluations (outputs).
• There is a spectrum of EVSs, from ecocentric through anthropocentric to
technocentric value systems.
• An ecocentric viewpoint integrates social, spiritual and environmental
dimensions into a holistic ideal. It puts ecology and nature as central to humanity
and emphasizes a less materialistic approach to life with greater self-sufficiency
of societies. An ecocentric viewpoint prioritizes biorights, emphasizes the
importance of education and encourages self-restraint in human behaviour.
• An anthropocentric viewpoint argues that humans must sustainably manage the
global system. This might be through the use of taxes, environmental regulation
and legislation. Debate would be encouraged to reach a consensual, pragmatic
approach to solving environmental problems.
• A
This topic raises some engaging issues of debate concerning the moral justification for exploiting
species and the moral imperative for conserving them. Do other organisms have a right to moral
consideration? How is this justified? Do panda bears have a greater right than lichens? What about the rights
of “pest” or pathogenic organisms? To what extent are these a
Topic 1.1- Environmental value systems Four Corners.pdfNigel Gardner
Environmental Value systems (EVS) : Have been affected by events through history as the environmental movement has developed
Environmental Value systems (EVS) : Exist as a spectrum of ideas and values that depend on many factors and influences.
For IB Diploma Environmental Systems and Societies
Getting to the Core of Paper 2 - ESS.pdfNigel Gardner
How important are the 9 mark questions in IB Diploma Environmental Systems and Societies?
Where do those questions come from?
How do you teach to answer those questions?
Ess topic 1 foundations of environmental systems and societies(first exam 2017)GURU CHARAN KUMAR
Topic 1: Foundations of environmental systems and societies (16 hours)
Big questions: This topic may be particularly appropriate for considering big questions A, C, D and E.
Sub-topic 1.1: Environmental value systems
Significant ideas:
• Historical events, among other influences, affect the development of environmental value systems (EVSs) and environmental movements.
• There is a wide spectrum of EVSs, each with its own premises and implications.
Knowledge and understanding:
• Significant historical influences on the development of the environmental
movement have come from literature, the media, major environmental disasters,
international agreements and technological developments.
• An EVS is a worldview or paradigm that shapes the way an individual, or group
of people, perceives and evaluates environmental issues, influenced by cultural,
religious, economic and socio-political contexts.
• An EVS might be considered as a system in the sense that it may be influenced
by education, experience, culture and media (inputs), and involves a set of
interrelated premises, values and arguments that can generate consistent
decisions and evaluations (outputs).
• There is a spectrum of EVSs, from ecocentric through anthropocentric to
technocentric value systems.
• An ecocentric viewpoint integrates social, spiritual and environmental
dimensions into a holistic ideal. It puts ecology and nature as central to humanity
and emphasizes a less materialistic approach to life with greater self-sufficiency
of societies. An ecocentric viewpoint prioritizes biorights, emphasizes the
importance of education and encourages self-restraint in human behaviour.
• An anthropocentric viewpoint argues that humans must sustainably manage the
global system. This might be through the use of taxes, environmental regulation
and legislation. Debate would be encouraged to reach a consensual, pragmatic
approach to solving environmental problems.
• A
This topic raises some engaging issues of debate concerning the moral justification for exploiting
species and the moral imperative for conserving them. Do other organisms have a right to moral
consideration? How is this justified? Do panda bears have a greater right than lichens? What about the rights
of “pest” or pathogenic organisms? To what extent are these a
IB LEARNING EXPEDITION TO THE LAND OF ISLANDS-ANDANAM & NICOBAR ISLANDSGURU CHARAN KUMAR
December(2014), a few Pathwazians from 9th and 11th grade, boarded a plane to Port Blair in the Land of Islands, Andaman’s with eager spirits, anticipating the chance to explore the exotic group of islands, which number 552 in total! In a matter of one week, it was unbelievable that we managed to capture the true essence of an entire Union Territory which is a tourist hot spot and is well known for its environmental offerings to the rest of the world.
An outline teaching plan for Edexcel B, intergrating teaching the Ecosystems component of Global Challenge with the Managing Wilderness option in Global Futures. I will require modification & detail adding in terms of learning activities.
Environmental Science and Engineering (BE), This subject is common for all Engineer's and its based on Anna University Syllabus.
If ur a tech loving person, do visit http://insmartworld.blogspot.in/
Resources are defined as matter, space and time utilized for the wellbeing of mankind is called as resources. The natural resources are materials, which living organisms can take from nature for sustaining their life or any components of the natural environment that can be utilized by man to promote his welfare is considered to be natural resources.
In this lesson you will comprehend how the consumption of everyday p.docxmigdalialyle
In this lesson you will comprehend how the consumption of everyday products affects the availability of renewable and nonrenewable natural resources for future generations and learn about environmental threats to our home.
Read the following information to help you define three different types of resources—renewable, nonrenewable, perpetual.
1. On earth, there are only limited amounts of fossil fuels, such as coal, oil and natural gas. There are also only limited amounts of minerals, such as iron, copper and bauxite. These resources either cannot be replaced by natural processes or require millions of years to replenish.
2. Some renewable and nonrenewable resources can be recycled or reused. This process decreases the rate at which the supplies of these resources are depleted. For example, aluminum cans can be recycled and turned into “new” cans or other aluminum products many times over. Recycling reduces the need to mine bauxite, the mineral used to manufacture aluminum.
3. Renewable natural resources include plants, animals and water when they are properly cared for. Minerals and fossil fuels such as coal and oil are examples of nonrenewable natural resources.
4. Trees, wildlife, water and many other natural resources are replaced by natural processes. Plants and animals can also be replenished by human activities. Water is continuously cycled and reused. Sunlight, wind, geothermal heat, tides and flowing water are perpetual resources.
Water is a resource that is typically considered renewable. However, over usage of water can cause us to use it faster than it is replenished.
The chart below approximates daily water consumption in the United States:
1. Thermoelectric Utilities 187 billion gallons/day
2. Irrigation 137 billion gallons/day
3. Public Water Supply 36 billion gallons/day
4. Industry 26 billion gallons/day
5. Rural and Livestock 8 billion gallons/day
Total 394 billion gallons/day
What are the threats to our environment?
Biodiversity
Biodiversity is all of the Earth's plants, animals, ecosystems and genes. It includes the tallest tree, the smallest insect, and the most delicate coral reef ecosystem. Biodiversity is what allows the Earth and all of its creatures to adapt and survive.
As humans, we are completely dependent on biodiversity for survival. Yet we are destroying large parts of our natural world. In places far and wide, humans are squeezing out other forms of life, sometimes causing the extinction of entire species.
We have the power to change our course. Each of us can act to protect our biodiversity and help create a sustainable future for life on Earth. Learn more about biodiversity and how
YOU
can
make a difference
.
Water
Pure water is essential for all life on Earth. The Earth is 70% water, as .
I am pleased to present an outstanding Sample ESS IA that secured an impressive 28 out of 30 marks, resulting in a remarkable 7-point score. This exemplar serves as a valuable reference and resource for your ESS class, offering comprehensive insights and invaluable guidance for both students and educators alike.
Key Points:
Exceptional Achievement: The IA achieved a remarkable 28 out of 30 marks, showcasing excellence in content, research, and presentation.
7-Point Performance: Scoring a perfect 7 points in the IA demonstrates a deep understanding of Environmental Systems and Societies.
Educational Resource: This exemplary IA serves as an educational resource, providing a model for structuring, researching, and presenting ESS projects.
Invaluable Insights: Reviewing this IA will offer invaluable insights into what constitutes a high-scoring ESS IA, helping students aim for excellence.
Guidance for Students: Students can utilize this IA as a reference to enhance their own IA projects, aiming for similarly outstanding results.
Educator's Tool: Educators can use this IA to exemplify quality work to their students, facilitating better understanding of assessment expectations.
We encourage you to make the most of this exemplary ESS IA as a guiding light in your pursuit of excellence in Environmental Systems and Societies studies.
Very interesting - Can you guess what is common between all these prominent temples.
If your answer is, they all are Shiva temples, you are only partially correct.
It is actually the longitude in which these temples are located.
They all are located in 79° longitudes. What is surprising and awesome is that how the architects of these temples many hundreds of kilometers apart came up with these precise locations without GPS
K.Guru Charan Kumar, IB ESS Teacher at Pathways World School, Aravali discusses the importance of taking his IB students on field trips that enhance the learning they do in the classroom. Over the past year, K. Guru has shared numerous adventures with the IB community and we asked him to reflect on why field experience is central to his teaching.
My mission is to deliver world-class international education power point presentation through the provision of high-quality curricula, assessment and services for the IGCSE EVM.
A wide range of materials and resources is available through my Slide share to support teachers and learners in Cambridge schools. Resources suit a variety of teaching methods in different international contexts.
The content of this power point presentation is designed to encourage reflection on the limits to growth and sustainable development for IGCSE EVM.
The content of this PowerPoint is structured as a series of learning outcomes that lay out what candidates should know, understand and be able to analyze and discuss.
Environmental Management is concerned not only with the impact of humankind on the planet but also with the patterns of human behavior necessary to preserve and manage the environment in a self-sustaining way. Study is linked to the areas of new thinking in environmental management, environmental economics and the quest for alternative technologies. Classroom studies and optional coursework allow candidates to obtain a local as well as a global perspective.
My mission is to deliver world-class international education power point presentation through the provision of high-quality curricula, assessment and services for the IGCSE EVM.
A wide range of materials and resources is available through my Slide share to support teachers and learners in Cambridge schools. Resources suit a variety of teaching methods in different international contexts.
The content of this power point presentation is designed to encourage reflection on the limits to growth and sustainable development for IGCSE EVM.
The content of this PowerPoint is structured as a series of learning outcomes that lay out what candidates should know, understand and be able to analyze and discuss.
Environmental Management is concerned not only with the impact of humankind on the planet but also with the patterns of human behavior necessary to preserve and manage the environment in a self-sustaining way. Study is linked to the areas of new thinking in environmental management, environmental economics and the quest for alternative technologies. Classroom studies and optional coursework allow candidates to obtain a local as well as a global perspective.
My mission is to deliver world-class international education power point presentation through the provision of high-quality curricula, assessment and services for the IGCSE EVM.
A wide range of materials and resources is available through my Slide share to support teachers and learners in Cambridge schools. Resources suit a variety of teaching methods in different international contexts.
The content of this power point presentation is designed to encourage reflection on the limits to growth and sustainable development for IGCSE EVM.
The content of this PowerPoint is structured as a series of learning outcomes that lay out what candidates should know, understand and be able to analyze and discuss.
Environmental Management is concerned not only with the impact of humankind on the planet but also with the patterns of human behavior necessary to preserve and manage the environment in a self-sustaining way. Study is linked to the areas of new thinking in environmental management, environmental economics and the quest for alternative technologies. Classroom studies and optional coursework allow candidates to obtain a local as well as a global perspective.
As part of the IB philosophy, one must understand that not everything can be taught within the classroom. Thus, field trips provide the perfect opportunity to apply ourselves fruitfully. Laden with their luggage, and appetite for knowledge, the group of ESS and Geography students readied themselves for the learning expedition to Sundarbans, West Bengal.
The most engaging component of ESS & Geo IBDP is the coursework/fieldwork which culminates in an Analytical report based on Primary Data which the students gather and work upon. In this context we are all set to embark on our journey to Sundarbans Delta (UNESCO World Heritage site) which is located in Kolkata. This year 41 IBDP students with 4 teachers ventured for the very first time in the country to visit the Sundarbans(Kolkata) for the field trip.
The IBDP ESS & Geography students studied “Ecological Footprints of Eco tourism & Environmental Sustainability, Quality and Patterns of Resource Consumption” with special reference to Mangrove forest of Sundarbans, West Bengal.
Farmers from Maldevta Village, who work in the lowest sector of the economy, have minimal land and resources to help them grow crops. This obligates them to enter the hills with their cattle to allow grazing. Farmers also clear some forest areas, to increase their farm land for more income, thus reducing the biodiversity. As a result of the reduced in forest area and resources, wild animals invade villages and destroy farmlands. In some cases, because of minimal knowledge of the chemical Pesticides, it’s overuse affects not only the farmland, but also nearby water resources as it leads to eutrophication. This relates to my RQ because after surveying the villagers and collecting the raw data from the Simpson’s Diversity index it allowed me to evaluate the effect of human intervention on the natural environment and thus evaluating the effect of Ecological Footprint.
This IA talks about research is to compare Simpson Diversity of four areas of Mahendrapur village based on the amount of sunlight received and the amount of nutrients found near the place where they are located (near the water body or away from the water body).
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Case
Studies
and
Examples
for
ESS
by
Topic
1
The
list
below
shows
the
broad
examples
and
case
studies
you
should
know
before
si8ng
the
IB
ESS
Exam
in
May.
It
is
fairly
comprehensive,
but
it
is
definitely
not
complete.
You
may
find
other
examples
of
each
of
these
topics
in
the
textbook,
the
class
notes
and
presentaDons,
news
arDcles,
or
other
sources
as
well.
Topic
1
-‐ be
able
to
idenDfy
and
describe
inputs,
outputs,
processes,
transfers,
transformaDons,
and
storages
of
both
maFer
and
energy
for
systems
at
different
scales,
including
specific
examples
-‐ Biosphere
2
-‐ plant
and
animal
cells
-‐ individual
organism
(one
producer,
one
consumer)
-‐ farming
systems
outlined
in
Table
13.2
on
p.250
of
the
Course
Companion
Topic
2
-‐ Named
examples
of
all
trophic
levels
within
named
Tanzanian
ecosystems
(famous
ones
are
good)
-‐ SerengeD
-‐ Ngorogoro
Crater
-‐ any
other
naDonal
park
-‐ make
sure
all
the
examples
are
named
→
common
names
are
OK,
scienDfic
(LaDn)
names
not
required
-‐ Named
examples
of
the
following
bioDc
components
of
ecosystems:
-‐ mutualism/symbiosis
-‐ parasiDsm
-‐ herbivory
-‐ predaDon
-‐ List
and
describe
methods
for
measuring:
-‐ diversity
(Simpson)
-‐ populaDons
(Lincoln)
-‐ temperature,
soil
moisture,
%
cover,
frequency,
-‐ Named
examples
of
intraspecific
and
interspecific
compeDDon
-‐ intraspecific:
male
lions
compeDng
for
female
mates
and/or
territory
(many
others
too)
-‐ interspecific:
crops
and
weeds
compeDng
for
space,
moisture,
and
light
-‐ Density-‐dependent
and
density-‐independent
factors
regulaDng
human
or
other
populaDons:
-‐ Density-‐dependent:
-‐ disease:
-‐ ferDlity:
-‐ Density-‐independent:
-‐ natural
disasters
Topic
3
-‐ Examples
of
countries
in
each
stage
of
the
DTM
and
the
reasons
why
each
country
is
in
that
stage
-‐ early
expanding:
Afghanistan,
most
of
sub-‐Saharan
Africa
-‐ late
expanding:
India,
Brazil,
China,
other
emerging
economies
-‐ staDonary:
USA,
Canada,
most
of
the
G8
-‐ contracDng:
Germany,
-‐ Natural
income
examples
for
sustainability
-‐ growth
of
Dmber
as
a
commodity
(selecDve
logging
vs
clear-‐cu8ng)
-‐ animal
hunts
(lion
quotas
in
Selous;
white-‐tail
deer
and
other
‘game’
species
in
naDonal
forests
of
the
US/Canada)
-‐ livestock
holdings
by
subsistence
farmers
InternaDonal
School
of
Tanganyika
IBDP
Environmental
Systems
and
SocieDes
-‐
SL
2. Case
Studies
and
Examples
for
ESS
by
Topic
2
-‐ Examples
of
renewable,
non-‐renewable,
and
replenishable
resources
(not
just
energy
resources!)
and
explain
why
each
is
not
categorized
differently
-‐ renewable:
Dmber,
soils,
sunlight
-‐ replenishable:
groundwater,
stratospheric
ozone
-‐ non-‐renewable:
minerals,
fossil
fuels,
uranium
-‐ Examples
of
dynamic
nature
of
a
resource:
-‐ Uranium
had
liFle
or
no
value
as
a
mineral
unDl
the
age
of
atomic
weapons
and
electricity,
but
once
nuclear
energy/weaponry
was
seen
as
a
symbol
of
poliDcal
power
and
naDonal
pride,
it
became
highly
valued
as
a
resource.
Aeer
Chernobyl,
nuclear
energy
fell
out
of
favor
and
so
decreased
in
value,
but
once
the
focus
on
climate
change
and
global
warming
began,
nuclear
power’s
value
increased
because
it
does
not
release
GHG’s.
-‐ Petroleum
became
much
more
valuable
both
as
a
commodity
and
poliDcally
once
the
BriDsh
navy
switched
from
coal-‐powered
steam
ships
to
oil-‐powered
diesel
engines.
-‐ Be
able
to
discuss
the
significance
of
the
Brundtland
Report,
the
1992
Rio
Earth
Summit,
and
Agenda
21.
-‐ Give
specific
examples
of
people
choosing
different
energy
resources,
and
explain
why:
-‐ Tibetan/Himalayan
use
of
animal
dung
as
a
cooking/heaDng
source
because
there
are
few/no
trees
available
for
fuel
wood,
and
the
trees
that
do
grow
there
are
very
slow-‐
growing
due
to
climaDc
limitaDons.
-‐ Tuareg/nomadic
people
of
the
African
Sahel
using
dung
for
cooking
source
for
same
reasons
as
Tibetans.
-‐ United
States,
DRC,
and
China
using
hydropower
because
they
have
the
right
combinaDon
of
large
rivers
and
steep-‐sided
gorges
to
build
efficient
dams.
-‐ Historical
example
of
fishermen
and
whaling
communiDes
using
whale
oil
for
lighDng
before
coal-‐fired
electricity
was
invented.
-‐ All
the
case
studies
in
chapter
12
regarding
soil
degradaDon
and
conservaDon:
-‐ What
is
the
acDvity
that
caused
the
soil
degradaDon?
-‐ How
did/does
that
acDvity
degrade
the
soil?
-‐ What
is
the
intervenDon/strategy
that
conserved
the
soil?
-‐ How
did/does
that
strategy
conserve
the
soil?
-‐ All
the
case
studies
in
chapter
11
regarding
water
resources’
degradaDon
and
conservaDon:
-‐ What
is
the
cause
of
the
degradaDon
of
this
water
resource?
How
is
it
causing
the
degradaDon?
Answer
these
2
quesDons
for
each
of
the
case
studies
below.
-‐ Aral
Sea
-‐ Colorado
River
-‐ 3
Gorges
Dam
-‐ River
Jordan
-‐ Explain
why
the
ecological
footprint
is
different
between
a
named
MEDC
and
a
named
LEDC
(can
also
focus
on
differences
between
rural/urban
areas
in
the
same
country).
IdenDfy
and
explain
specific
differences
between
them
in
each
of
the
areas
below:
-‐ food
land
-‐ infrastructure
land
-‐ wood
land
-‐ waste
absorbing
land
Topic
4
-‐ Natural
SelecDon:
Describe
specific
examples
of
isolaDon
and
speciaDon.
-‐ Darwin’s
finches
-‐ Bonobos
and
chimpanzees
in
West
Central
Africa
-‐ African
and
Indian
elephants
InternaDonal
School
of
Tanganyika
IBDP
Environmental
Systems
and
SocieDes
-‐
SL
3. Case
Studies
and
Examples
for
ESS
by
Topic
3
-‐ Black
panthers
in
West
African
tropical
forest
and
leopards
in
East
African
savannas
-‐ many
other
examples:
Madagascar
plants
and
animals,
chameleons
in
Eastern
Arc
Mountains
of
Tanzania
-‐ Factors
diminishing
biodiversity:
List
and
describe
examples
of
all
the
factors
leading
to
a
loss
in
biodiversity
around
the
world.
-‐ fragmentaDon
and
loss
of
bamboo
forest
for
the
giant
panda
-‐ invasive
species
(rabbits
in
Australia,
kudzu
in
southeastern
USA,
Indian
crows
in
Tanzania)
-‐ populaDon
pressure
(human
encroachment
on
mountain
gorilla
habitat,
leopards
in
India)
-‐ At
least
2
examples
each
of
exDnct,
threatened,
and
recovered
species
around
the
world:
-‐ your
own
endangered
species
presentaDon
-‐ download
and
study
at
least
one
other
student’s
presentaDon
as
well
-‐ Evaluate
the
success
of
different
conservaDon/protected
areas:
-‐ physical
components
(size,
shape,
corridors,
etc)
-‐ interacDon
with
local
human
populaDons
-‐ examples
from
Tanzania
-‐-‐
many
to
choose
from,
but
sDck
the
most
famous
-‐ case
studies
in
Ch.
6
-‐ case
1
and
case
2
on
p.25
of
the
Course
Companion
Topic
5
-‐ Examples
of
specific
types
of
pollutants:
Be
able
to
describe
the
human
acDvity
and
the
resulDng
polluDon
problem
from
all
the
major
events
chronicled
in
the
history
of
the
modern
environmental
movement:
-‐ Silent
Spring
-‐ Minimata
-‐ 3
Mile
Island
-‐ Love
Canal
-‐ Chernobyl
-‐ Bhopal
-‐ Know
the
purpose,
relaDve
success,
and
reasons
behind
that
success
of
both
the
Montreal
Protocol
(1987)
and
the
Kyoto
Accord
(1994)
Topic
6
-‐ Why
was
Kyoto
needed?
Why
was
it
/
wasn’t
it
successful?
A
general
outline
of
the
idea
of
Kyoto.
-‐ Effects
of
global
warming:
Give
specific
examples
of
the
impacts
of
climate
change
listed
below
-‐ spread
of
tropical
diseases
-‐ movement
of
biomes
-‐ impacts
on
coastal
populaDons
and
infrastructure
-‐ sea
levels
-‐ weather
paFerns
-‐ agricultural
producDvity
Topic
7
-‐ Discuss
how
the
events
listed
under
history
of
the
modern
environmental
movement
shaped
the
people
who
lived
through
them.
-‐ Compare
the
environmental
value
systems
of
two
disDnctly
contrasDng
socieDes:
-‐ Course
Companion
pp.
22-‐25
-‐ communist
vs
capitalist
-‐ Buddhist
vs
Judeo-‐ChrisDan
InternaDonal
School
of
Tanganyika
IBDP
Environmental
Systems
and
SocieDes
-‐
SL