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?

1. Getting to the Core of Paper 2 - ESS

2. Who am I?
nigel@fourcornerseducation.net
20+ Years IB experience
20+ Years as an ES / ESS Educator
15+ Years DPC / Head of Programme / Principal
Led 3 Different IB Diploma Programmes/Schools
through authoriazation in the last 10 years
Founder - Four Corners Education
Principal UCSI International School Springhill
Malaysia

3. Who am I?
nigel@fourcornerseducation.net
Over a decade in Conservation
Management, Agro-forestry and
Impact Assessment
Phytosociologist pflanzensoziologe

4. Who am I?
nigel@fourcornerseducation.net

5. Purpose
nigel@fourcornerseducation.net
What is the point
paper 2?
What purpose does paper 2 serve?
Four Corners
Education
https://forms.gle/tR6xPqtwN1LMrcuz8
Survey 1

6. nigel@fourcornerseducation.net
Purpose
What is the point
paper 2?
Explore
What do we
think?
Four Corners
Education

7. nigel@fourcornerseducation.net
Four Corners
Education
ESS/Biology SL Grade Distribution 2019
Candidate
Mean
Grade
1(%) 2(%) 3(%) 4(%) 5(%) 6(%) 7(%)
ESS M19
14440 4.17 1.8 8.0 24.2 25.3 23.6 11.9 5.0
ESS N19
1852 3.96 1.3 12.0 24.8 29.3 19.9 9.2 3.8
Biology SL
21318 4.18 0.9 10.8 21.8 26.6 20.5 14.4 5.0
0
25
50
75
100
1% 2% 3% 4% 5% 6% 7%
ESS M18 ESS N19 Biology SL
CI 0.96

8. nigel@fourcornerseducation.net
Mark distribution Paper 2
2018
Command Term Mark AO
State 1 1
State 1 1
Outline 2 2
Describe 2 2
Describe 1 2
Calculate 1 2
Outline 2 2
Identify 2 2
Outline 2 2
Outline 2 2
Identify 1 2
Identify 1 2
Identify 1 2
Describe 2 2
Explain 4 3
Outline 4 2
Explain 7 3
Discuss 9 3
Outline 4 2
Suggest 7 3
Discuss 9 3
Total 65
AO3 Marks 36
AO3 Percentage 55
No of questions 20
No of questions AO3 5
Grade boundaries
Grade from to
3 12 17
4 18 24
5 25 31
6 32 38
7 39 65
Four Corners
Education

9. nigel@fourcornerseducation.net
Mark distribution Paper 2
2018
Command Term Mark AO
State 1 1
State 1 1
Outline 2 2
Describe 2 2
Describe 1 2
Calculate 1 2
Outline 2 2
Identify 2 2
Outline 2 2
Outline 2 2
Identify 1 2
Identify 1 2
Identify 1 2
Describe 2 2
Explain 4 3
Outline 4 2
Explain 7 3
Discuss 9 3
Outline 4 2
Suggest 7 3
Discuss 9 3
Total 65
AO3 Marks 36
AO3 Percentage 55
No of questions 20
No of questions AO3 5
Grade boundaries
Grade from to
3 12 17
4 18 24
5 25 31
6 32 38
7 39 65
36
Four Corners
Education

10. nigel@fourcornerseducation.net
Four Corners
Education
Paper 1
Paper 2
Total
35 marks
65 marks
100 marks
Total marks
from 7 and 9
point questions
32 marks
% of Total 32
68%
32%

11. How do you
assess?
nigel@fourcornerseducation.net
What percentage of questions do you ask that are
short answer?
https://forms.gle/RHrdEHG4LJYR5cNT8
Survey 2
Purpose
Four Corners
Education
Do we spend enough time
assessing AO3?

12. Blooms Cascade
nigel@fourcornerseducation.net
https://citt.u
fl
.edu/resources/the-learning-process/designing-the-learning-experience/blooms-taxonomy/
Evaluate, justify and
synthesize.
Apply this knowledge and
understanding
Demonstrate knowledge
and understanding
AO1
AO2
AO3
Four Corners
Education
Assessment Objectives and Blooms

13. Blooms Cascade
nigel@fourcornerseducation.net
Assessment Objectives and Blooms
Evaluate, justify and
synthesize.
Apply this knowledge and
understanding
Demonstrate knowledge
and understanding
AO1
AO2
AO3
https://citt.u
fl
.edu/resources/the-learning-process/designing-the-learning-experience/blooms-taxonomy/
1
7
IB Diploma Grades
Four Corners
Education

14. Evaluate
nigel@fourcornerseducation.net
Four Corners
Education

15. Evaluate
nigel@fourcornerseducation.net
Explain
AO3
Four Corners
Education

16. Evaluate
nigel@fourcornerseducation.net
Explain
Describe
AO3
Four Corners
Education

17. Evaluate
nigel@fourcornerseducation.net
Explain
Describe
Outline
AO2
AO3
Four Corners
Education

18. Evaluate
nigel@fourcornerseducation.net
Explain
Describe
Outline
Define
AO2
AO3
Four Corners
Education

19. Evaluate
nigel@fourcornerseducation.net
Explain
Describe
Outline
Define
State
AO1
AO2
AO3
Four Corners
Education

20. Reduction
Evaluate
nigel@fourcornerseducation.net
Explain
Describe
Outline
Define
State
Four Corners
Education

21. Evaluate
nigel@fourcornerseducation.net
Explain
Describe
Outline
Define
State
Four Corners
Education

22. Evaluate
nigel@fourcornerseducation.net
Explain
Describe
Outline
Define
State
Table 1
7–9 The response contains:
substantial evidence of sound knowledge and understanding of ESS issues and concepts
a wide breadth of knowledge statements e
ff
ectively linked with each other, and to the context of the question
consistently appropriate and precise use of ESS terminology
e
ff
ective use of pertinent, well-explained examples, where required, showing some originality
thorough, well-balanced, insightful analysis
explicit judgments/conclusions that are well-supported by evidence/arguments and that include some critical
re
fl
ection.
4–6 The response contains:
some evidence of sound knowledge and understanding of ESS issues and concepts
knowledge statements e
ff
ectively linked to the context of the question
largely appropriate use of ESS terminology
some use of relevant examples where required, but with limited explanation
clear analysis that shows a degree of balance
some clear judgments/conclusions, supported by limited evidence/arguments.
1–3 The response contains:
minimal evidence of knowledge and understanding of ESS issues or concepts
fragmented knowledge statements poorly linked to the context of the question
some appropriate use of ESS terminology
no examples where required, or examples with insu
ffi
cient explanation/relevance
super
fi
cial analysis that amounts to no more than a list of facts/ideas
judgments/conclusions that are vague or not supported by evidence/argument.
Four Corners
Education

23. nigel@fourcornerseducation.net
C
Four Corners
Education

24. Good questions
nigel@fourcornerseducation.net
Inquiry
Where do you get your AO3 questions from?
https://forms.gle/gBb61j7TJryRNwYcA
Survey 3
Four Corners
Education

25. nigel@fourcornerseducation.net
Four Corners
Education
nigel@fourcornerseducation.net
Four Corners
Education
Sequence
Scope
Our normal
paradigm

26. Connections
nigel@fourcornerseducation.net
Four Corners
Education
Sequence
Scope
ESS paradigm

27. nigel@fourcornerseducation.net
Good questions
Inquiry
Even though there is growing global support for ecocentric values, the global
consumption of fossil fuels continues to rise each year.
With reference to energy choices in named countries, discuss possible reasons for this
situation occurring.
6 (c) - M19

28. nigel@fourcornerseducation.net
The Guide
Four Corners
Education
Topic
7:
Climate
change
and
energy
production
(13
hours)
Environmental
systems
and
societies
guide
78
Syllabus
Topic 7: Climate change and energy production (13 hours)
Big questions: This topic may be particularly appropriate for considering big questions A, B, C, D, E and F.
7.1: Energy choices and security
Significant ideas:
• There is a range of different energy sources available to societies that vary in their sustainability, availability, cost and sociopolitical implications.
• The choice of energy sources is controversial and complex. Energy security is an important factor in making energy choices.
Knowledge and understanding:
• Fossil fuels contribute to the majority of humankind’s energy supply, and they
vary widely in the impacts of their production and their emissions; their use is
expected to increase to meet global energy demand.
• Sources of energy with lower carbon dioxide emissions than fossil fuels
include renewable energy (solar, biomass, hydropower, wind, wave, tidal and
geothermal) and their use is expected to increase. Nuclear power is a low-
carbon low-emission non-renewable resource but is controversial due to the
radioactive waste it produces and the potential scale of any accident.
• Energy security depends on adequate, reliable and affordable supply of
energy that provides a degree of independence. An inequitable availability
and uneven distributions of energy sources may lead to conflict.
• The energy choices adopted by a society may be influenced by availability;
sustainability; scientific and technological developments; cultural attitudes;
and political, economic and environmental factors. These in turn affect energy
security and independence.
• Improvements in energy efficiencies and energy conservation can limit
growth in energy demand and contribute to energy security.
Guidance:
• Strengths and weaknesses of the use of a fossil fuel, of a renewable source of
energy, and of nuclear power should be considered.
• Use case studies to highlight the energy choices of different countries.
International-mindedness:
• Choice of energy sources can have impacts at both local and global level as
emissions of greenhouse gases can contribute to global climatic change.
• Political and economic situations around the world can affect energy security
and choice of options.
Theory of knowledge:
• The choice of energy sources is controversial and complex—how can we
distinguish between a scientific claim and a pseudoscience claim when
making choices?
Topic
7.1: Energy choices and security
Applications and skills:
• Evaluate the advantages and disadvantages of different energy sources.
• Discuss the factors that affect the choice of energy sources adopted by
different societies.
• Discuss the factors that affect energy security.
• Evaluate the energy strategy of a given society.
Connections:
• ESS: Energy and equilibria (1.3); sustainability (1.4); resource use in society
(8.2); human population carrying capacity (8.4).
• Diploma Programme: Social and cultural anthropology; chemistry (option C);
design technology (topic 2); physics (topics 8 and 11); geography (topics 3
and 4); economics
Even though there is growing global support
for ecocentric values, the global consumption
of fossil fuels continues to rise each year.
With reference to energy choices in named
countries, discuss possible reasons for this
situation occurring.

29. nigel@fourcornerseducation.net
The Guide
Four Corners
Education
Even though there is growing global support
for ecocentric values, the global consumption
of fossil fuels continues to rise each year.
With reference to energy choices in named
countries, discuss possible reasons for this
situation occurring.
Topic
7:
Climate
change
and
energy
production
(13
hours)
Environmental
systems
and
societies
guide
78
Syllabus
Topic 7: Climate change and energy production (13 hours)
Big questions: This topic may be particularly appropriate for considering big questions A, B, C, D, E and F.
7.1: Energy choices and security
Significant ideas:
• There is a range of different energy sources available to societies that vary in their sustainability, availability, cost and sociopolitical implications.
• The choice of energy sources is controversial and complex. Energy security is an important factor in making energy choices.
Knowledge and understanding:
• Fossil fuels contribute to the majority of humankind’s energy supply, and they
vary widely in the impacts of their production and their emissions; their use is
expected to increase to meet global energy demand.
• Sources of energy with lower carbon dioxide emissions than fossil fuels
include renewable energy (solar, biomass, hydropower, wind, wave, tidal and
geothermal) and their use is expected to increase. Nuclear power is a low-
carbon low-emission non-renewable resource but is controversial due to the
radioactive waste it produces and the potential scale of any accident.
• Energy security depends on adequate, reliable and affordable supply of
energy that provides a degree of independence. An inequitable availability
and uneven distributions of energy sources may lead to conflict.
• The energy choices adopted by a society may be influenced by availability;
sustainability; scientific and technological developments; cultural attitudes;
and political, economic and environmental factors. These in turn affect energy
security and independence.
• Improvements in energy efficiencies and energy conservation can limit
growth in energy demand and contribute to energy security.
Guidance:
• Strengths and weaknesses of the use of a fossil fuel, of a renewable source of
energy, and of nuclear power should be considered.
• Use case studies to highlight the energy choices of different countries.
International-mindedness:
• Choice of energy sources can have impacts at both local and global level as
emissions of greenhouse gases can contribute to global climatic change.
• Political and economic situations around the world can affect energy security
and choice of options.
Theory of knowledge:
• The choice of energy sources is controversial and complex—how can we
distinguish between a scientific claim and a pseudoscience claim when
making choices?
Topic
7.1: Energy choices and security
Applications and skills:
• Evaluate the advantages and disadvantages of different energy sources.
• Discuss the factors that affect the choice of energy sources adopted by
different societies.
• Discuss the factors that affect energy security.
• Evaluate the energy strategy of a given society.
Connections:
• ESS: Energy and equilibria (1.3); sustainability (1.4); resource use in society
(8.2); human population carrying capacity (8.4).
• Diploma Programme: Social and cultural anthropology; chemistry (option C);
design technology (topic 2); physics (topics 8 and 11); geography (topics 3
and 4); economics
Choice
Possible reasons
(factors)

30. Environmental
systems
and
societies
guide
78
Syllabus
Topic 7: Climate change and energy production (13 hours)
Big questions: This topic may be particularly appropriate for considering big questions A, B, C, D, E and F.
7.1: Energy choices and security
Significant ideas:
• There is a range of different energy sources available to societies that vary in their sustainability, availability, cost and sociopolitical implications.
• The choice of energy sources is controversial and complex. Energy security is an important factor in making energy choices.
Knowledge and understanding:
• Fossil fuels contribute to the majority of humankind’s energy supply, and they
vary widely in the impacts of their production and their emissions; their use is
expected to increase to meet global energy demand.
• Sources of energy with lower carbon dioxide emissions than fossil fuels
include renewable energy (solar, biomass, hydropower, wind, wave, tidal and
geothermal) and their use is expected to increase. Nuclear power is a low-
carbon low-emission non-renewable resource but is controversial due to the
radioactive waste it produces and the potential scale of any accident.
• Energy security depends on adequate, reliable and affordable supply of
energy that provides a degree of independence. An inequitable availability
and uneven distributions of energy sources may lead to conflict.
• The energy choices adopted by a society may be influenced by availability;
sustainability; scientific and technological developments; cultural attitudes;
and political, economic and environmental factors. These in turn affect energy
security and independence.
• Improvements in energy efficiencies and energy conservation can limit
growth in energy demand and contribute to energy security.
Guidance:
• Strengths and weaknesses of the use of a fossil fuel, of a renewable source of
energy, and of nuclear power should be considered.
• Use case studies to highlight the energy choices of different countries.
International-mindedness:
• Choice of energy sources can have impacts at both local and global level as
emissions of greenhouse gases can contribute to global climatic change.
• Political and economic situations around the world can affect energy security
and choice of options.
Theory of knowledge:
• The choice of energy sources is controversial and complex—how can we
distinguish between a scientific claim and a pseudoscience claim when
making choices?
nigel@fourcornerseducation.net
The Guide
Even though there is growing global support
for ecocentric values, the global consumption
of fossil fuels continues to rise each year.
With reference to energy choices in named
countries, discuss possible reasons for this
situation occurring.
Topic
7:
Climate
change
and
energy
prod
Environmental
systems
and
societies
guide
7.1: Energy choices and security
Applications and skills:
• Evaluate the advantages and disadvantages of different energy sources.
• Discuss the factors that affect the choice of energy sources adopted by
different societies.
• Discuss the factors that affect energy security.
• Evaluate the energy strategy of a given society.
Connections:
• ESS: Energy and equilibria (1.3); sustainability (1.4); resource use in society
(8.2); human population carrying capacity (8.4).
• Diploma Programme: Social and cultural anthropology; chemistry (option C);
design technology (topic 2); physics (topics 8 and 11); geography (topics 3
and 4); economics
Four Corners
Education
The guide tells
you to teach it

31. (c) Even though there is growing global support for ecocentric values, the global
consumption of fossil fuels continues to rise each year.
With reference to energy choices in named countries, discuss possible reasons
for this situation occurring. [9 max]
The 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 some possible inclusions
and should not be seen as requisite 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:
• understanding concepts and terminology of environmental value systems,
ecocentrism, origins/influences on EVS, alternative energies, renewable/non-
renewable, fossil-fuel technologies/infrastructure, impacts of global
warming/climate change, sustainability, self-restraint, self-sufficiency, energy
availability/affordability/reliability, energy security, etc;
• breadth in addressing and linking energy choices eg fossil fuels,
renewables, nuclear etc and influences upon these choices through cultural,
political, economic, technological, environmental, geographical factors etc
Also factors influencing growth of ecocentrism eg education, cultural
backgrounds, globalised media, climate change/energy-related disasters etc;
• examples of factors promoting fossil fuel energy choices eg availability of
coal in Russia, fracking in USA, falling price of coal worldwide, etc and
technological factors eg low technology in LEDCs, existing infrastructure in
MEDCs etc and economic factors eg China’s dependency on industry,
LEDCs seeking rapid economic growth etc and energy security issues eg
Middle East oil, oil in USA, all kinds of fossil fuel in Russia, coal in China etc.
Also, examples of influences promoting ecocentrism eg global social media,
climate change disasters, NGOs eg Greenpeace, education on sustainability
eg IB ESS, international movements eg UN Sustainable Development Goals
etc;
• balanced analysis distinguishing and weighing against one another potential
reasons for the simultaneous growth in both fossil fuel consumption and
ecocentrism.
• a conclusion that is consistent with, and supported by, analysis and
examples given eg “while the widespread impacts of fossil fuel use and
globalised media have promoted a growing support for ecocentric values in
the wider populace, it is the governments that ultimately make decisions and
their priorities often lie with the economics and politics that favour the
continued use of these fuels”;
Please see markbands on page .
nigel@fourcornerseducation.net
Environmental
systems
and
societies
guide
78
Syllabus
Topic 7: Climate change and energy production (13 hours)
Big questions: This topic may be particularly appropriate for considering big questions A, B, C, D, E and F.
7.1: Energy choices and security
Significant ideas:
• There is a range of different energy sources available to societies that vary in their sustainability, availability, cost and sociopolitical implications.
• The choice of energy sources is controversial and complex. Energy security is an important factor in making energy choices.
Knowledge and understanding:
• Fossil fuels contribute to the majority of humankind’s energy supply, and they
vary widely in the impacts of their production and their emissions; their use is
expected to increase to meet global energy demand.
• Sources of energy with lower carbon dioxide emissions than fossil fuels
include renewable energy (solar, biomass, hydropower, wind, wave, tidal and
geothermal) and their use is expected to increase. Nuclear power is a low-
carbon low-emission non-renewable resource but is controversial due to the
radioactive waste it produces and the potential scale of any accident.
• Energy security depends on adequate, reliable and affordable supply of
energy that provides a degree of independence. An inequitable availability
and uneven distributions of energy sources may lead to conflict.
• The energy choices adopted by a society may be influenced by availability;
sustainability; scientific and technological developments; cultural attitudes;
and political, economic and environmental factors. These in turn affect energy
security and independence.
• Improvements in energy efficiencies and energy conservation can limit
growth in energy demand and contribute to energy security.
Guidance:
• Strengths and weaknesses of the use of a fossil fuel, of a renewable source of
energy, and of nuclear power should be considered.
• Use case studies to highlight the energy choices of different countries.
International-mindedness:
• Choice of energy sources can have impacts at both local and global level as
emissions of greenhouse gases can contribute to global climatic change.
• Political and economic situations around the world can affect energy security
and choice of options.
Theory of knowledge:
• The choice of energy sources is controversial and complex—how can we
distinguish between a scientific claim and a pseudoscience claim when
making choices?
Four Corners
Education
AND: Topic 1 is in Every Topic
Environmental
systems
and
societies
guide
79
7.1: Energy choices and security
Applications and skills:
• Evaluate the advantages and disadvantages of different energy sources.
• Discuss the factors that affect the choice of energy sources adopted by
different societies.
• Discuss the factors that affect energy security.
• Evaluate the energy strategy of a given society.
Connections:
• ESS: Energy and equi
(8.2); human populat
• Diploma Programme
design technology (t
and 4); economics

32. Good questions
nigel@fourcornerseducation.net
Discuss the role of feedback mechanisms in maintaining the stability
and promoting the restoration of plant communities threatened by
human impacts.
6 (c) - M21
Which Topics?
https://forms.gle/TGTHSBs3px9SdgoCA
Survey 4
Inquiry

33. nigel@fourcornerseducation.net
Discuss the role of feedback mechanisms in maintaining the stability and promoting
the restoration of plant communities threatened by human impacts.
6 (c) - M21
1.3: Energy and equilibria
2.4: Biomes, zonation and succession
Good questions
Inquiry

34. nigel@fourcornerseducation.net
Discuss the role of feedback mechanisms in maintaining the stability and promoting
the restoration of plant communities threatened by human impacts.
6 (c) - M21
1.3: Energy and equilibria
2.4: Biomes, zonation and succession
But Which Application?
Good questions
Inquiry

35. nigel@fourcornerseducation.net
Discuss the role of feedback mechanisms in maintaining the stability and promoting
the restoration of plant communities threatened by human impacts.
6 (c) - M21
1.3: Energy and equilibria 2.4: Biomes, zonation and succession
the local soil and a range of random events that can occur over time.
• Human activity is one factor that can divert the progression of succession to
an alternative stable state by modifying the ecosystem; for example, the use
of fire in an ecosystem, the use of agriculture, grazing pressure, or resource
use (such as deforestation). This diversion may be more or less permanent
depending upon the resilience of the ecosystem.
• An ecosystem’s capacity to survive change may depend on its diversity
and resilience.
Applications and skills:
• Explain the distributions, structure, biodiversity and relative productivity of
contrasting biomes.
• Analyse data for a range of biomes.
• Discuss the impact of climate change on biomes.
• Describe the process of succession in a given example.
• Explain the general patterns of change in communities undergoing
succession.
• Discuss the factors that could lead to alternative stable states in an
ecosystem.
• Discuss the link between ecosystem stability, succession, diversity and
human activity.
• Distinguish the roles of r and K selected species in succession.
• Interpret models or graphs related to succession and zonation.
2.4: Biomes, zonation and succession
• There is no one climax community, but rather a set of alternative stable states
for a given ecosystem. These depend on the climatic factors, the properties of
the local soil and a range of random events that can occur over time.
• Human activity is one factor that can divert the progression of succession to
an alternative stable state by modifying the ecosystem; for example, the use
of fire in an ecosystem, the use of agriculture, grazing pressure, or resource
use (such as deforestation). This diversion may be more or less permanent
depending upon the resilience of the ecosystem.
• An ecosystem’s capacity to survive change may depend on its diversity
and resilience.
Applications and skills:
• Explain the distributions, structure, biodiversity and relative productivity of
contrasting biomes.
• Analyse data for a range of biomes.
• Discuss the impact of climate change on biomes.
• Describe the process of succession in a given example.
• Explain the general patterns of change in communities undergoing
succession.
Good questions
Inquiry

36. nigel@fourcornerseducation.net
Good questions
Inquiry
Discuss the role of feedback mechanisms in maintaining the stability and promoting
the restoration of plant communities threatened by human impacts.
6 (c) - M21
1.3: Energy and equilibria 2.4: Biomes, zonation and succession
the local soil and a range of random events that can occur over time.
• Human activity is one factor that can divert the progression of succession to
an alternative stable state by modifying the ecosystem; for example, the use
of fire in an ecosystem, the use of agriculture, grazing pressure, or resource
use (such as deforestation). This diversion may be more or less permanent
depending upon the resilience of the ecosystem.
• An ecosystem’s capacity to survive change may depend on its diversity
and resilience.
Applications and skills:
• Explain the distributions, structure, biodiversity and relative productivity of
contrasting biomes.
• Analyse data for a range of biomes.
• Discuss the impact of climate change on biomes.
• Describe the process of succession in a given example.
• Explain the general patterns of change in communities undergoing
succession.
• Discuss the factors that could lead to alternative stable states in an
ecosystem.
• Discuss the link between ecosystem stability, succession, diversity and
human activity.
• Distinguish the roles of r and K selected species in succession.
• Interpret models or graphs related to succession and zonation.
2.4: Biomes, zonation and succession
• There is no one climax community, but rather a set of alternative stable states
for a given ecosystem. These depend on the climatic factors, the properties of
the local soil and a range of random events that can occur over time.
• Human activity is one factor that can divert the progression of succession to
an alternative stable state by modifying the ecosystem; for example, the use
of fire in an ecosystem, the use of agriculture, grazing pressure, or resource
use (such as deforestation). This diversion may be more or less permanent
depending upon the resilience of the ecosystem.
• An ecosystem’s capacity to survive change may depend on its diversity
and resilience.
Applications and skills:
• Explain the distributions, structure, biodiversity and relative productivity of
contrasting biomes.
• Analyse data for a range of biomes.
• Discuss the impact of climate change on biomes.
• Describe the process of succession in a given example.
• Explain the general patterns of change in communities undergoing
succession.

37. nigel@fourcornerseducation.net
Discuss the role of feedback mechanisms in maintaining the stability and promoting
the restoration of plant communities threatened by human impacts.
6 (c) - M21
1.3: Energy and equilibria 2.4: Biomes, zonation and succession
the local soil and a range of random events that can occur over time.
• Human activity is one factor that can divert the progression of succession to
an alternative stable state by modifying the ecosystem; for example, the use
of fire in an ecosystem, the use of agriculture, grazing pressure, or resource
use (such as deforestation). This diversion may be more or less permanent
depending upon the resilience of the ecosystem.
• An ecosystem’s capacity to survive change may depend on its diversity
and resilience.
Applications and skills:
• Explain the distributions, structure, biodiversity and relative productivity of
contrasting biomes.
• Analyse data for a range of biomes.
• Discuss the impact of climate change on biomes.
• Describe the process of succession in a given example.
• Explain the general patterns of change in communities undergoing
succession.
• Discuss the factors that could lead to alternative stable states in an
ecosystem.
• Discuss the link between ecosystem stability, succession, diversity and
human activity.
• Distinguish the roles of r and K selected species in succession.
• Interpret models or graphs related to succession and zonation.
2.4: Biomes, zonation and succession
• There is no one climax community, but rather a set of alternative stable states
for a given ecosystem. These depend on the climatic factors, the properties of
the local soil and a range of random events that can occur over time.
• Human activity is one factor that can divert the progression of succession to
an alternative stable state by modifying the ecosystem; for example, the use
of fire in an ecosystem, the use of agriculture, grazing pressure, or resource
use (such as deforestation). This diversion may be more or less permanent
depending upon the resilience of the ecosystem.
• An ecosystem’s capacity to survive change may depend on its diversity
and resilience.
Applications and skills:
• Explain the distributions, structure, biodiversity and relative productivity of
contrasting biomes.
• Analyse data for a range of biomes.
• Discuss the impact of climate change on biomes.
• Describe the process of succession in a given example.
• Explain the general patterns of change in communities undergoing
succession.
Environmental
systems
and
societies
guide
2.4: Biomes, zonation and succession
• There is no one climax community, but rather a set of alternative stable states
for a given ecosystem. These depend on the climatic factors, the properties of
the local soil and a range of random events that can occur over time.
• Human activity is one factor that can divert the progression of succession to
an alternative stable state by modifying the ecosystem; for example, the use
of fire in an ecosystem, the use of agriculture, grazing pressure, or resource
use (such as deforestation). This diversion may be more or less permanent
depending upon the resilience of the ecosystem.
• An ecosystem’s capacity to survive change may depend on its diversity
and resilience.
Applications and skills:
• Explain the distributions, structure, biodiversity and relative productivity of
contrasting biomes.
• Analyse data for a range of biomes.
• Discuss the impact of climate change on biomes.
• Describe the process of succession in a given example.
Good questions
Inquiry
1.3
2.4 - Guidance

38. nigel@fourcornerseducation.net
Discuss the role of feedback mechanisms in maintaining the stability and promoting
the restoration of plant communities threatened by human impacts.
6 (c) - M21
1.3: Energy and equilibria 2.4: Biomes, zonation and succession
N Gardner:2007

39. Topic 2: Ecosystems and
Ecology
Topic 2.4: Biomes, Zonation and Succession
Case Study: Distribution of a particular
community in relation to the factors that
affect its distribution

40. The Corbieres
Topic 2: Ecosystems and
Ecology
Topic 2.4: Biomes, Zonation and Succession
Home to the Garigue community

41. nigel@fourcornerseducation.net
How can we teach this?
What can you
see?
Why has this
happened?

42. nigel@fourcornerseducation.net
How can we teach this?
What can you
see?
What has
happened?

43. nigel@fourcornerseducation.net
How can we teach this?
What can you
see?
What has
happened?

44. nigel@fourcornerseducation.net
How can we teach this?
What would happen
if you took the
cows away?

45. nigel@fourcornerseducation.net
How can we teach this?
What would happen
if you took the
cows away?
What why?

46. nigel@fourcornerseducation.net
How can we teach this?
What would happen
if you took the
cows away?
What why?

47. nigel@fourcornerseducation.net
How can we teach this?
What would happen
if I put more cows
on the land ?
What? why?

48. nigel@fourcornerseducation.net
How can we teach this?
Not all of the
plants have been
eaten, why?
How could I get
rid of them all?

49. nigel@fourcornerseducation.net
How can we teach this?
Not all of the
plants been eaten,
why?
How could I get
rid of them all?

50. nigel@fourcornerseducation.net
How can we teach this?
What would happen
if I put more cows
on the land ?
What would happen
if you took the
cows away?

51. nigel@fourcornerseducation.net
How can we teach this?
What would happen
if I alternated
between cows and
no cows ?

52. nigel@fourcornerseducation.net
How can we teach this?
Plant
biomass
Time
Cows
No Cows
What do we call this line?
What do you know is happening
when you see a model like this?

53. nigel@fourcornerseducation.net
How can we teach this?
Climax mixed evergreen
and deciduous oak
forest cover clearance
to provide grazing and
fuel
Grazing by goats and
cattle maintains an
open Garigue
community of low spiny
shrubs and aromatic
flowering plants with
grass patches between
Reduction in grazing
pressure (herbivory)
because of rural
depopulation and changing
farming practices, in
particular fewer goat herds
allows more shrubs and
tree saplings to develop
Tree saplings establish
from the surrounding
Oak forest on higher and
steeper slopes (transport
of matter from
surrounding
ecosystems), reducing
amount of grazing
available
Continued grazing by
goats and cattle
maintains the Garigue
as a semi-climax
community
Clearance of current
vegetation to provide
grazing and fuel
Secondary succession
leads to re-
establishment of mixed
evergreen and
deciduous oak forest
climax community
Secondary Succession
Alternative
stable
state
Cyclic change

54. nigel@fourcornerseducation.net
How can we teach this?
There is no one climax community, but rather a set of alternative stable states for a given
ecosystem. These depend on the climatic factors, the properties of the local soil and a range
of random events that can occur over time.
Human activity is one factor that can divert the progression of succession to an alternative
stable state by modifying the ecosystem; for example, the use of fire in an ecosystem, the use
of agriculture, grazing pressure, or resource use (such as deforestation). This diversion may
be more or less permanent depending upon the resilience of the ecosystem.
Learning Points
Discuss the factors that could lead to alternative stable states in an ecosystem.
Discuss the link between ecosystem stability, succession, diversity and human activity.
Summarise your main points on a sheet of A3.
Questions: Using what we have learned about succession and the Garigue ecosystem.
Climax community - 1
Climax community - 2

55. Good questions
nigel@fourcornerseducation.net
Climate can both influence, and be influenced by, terrestrial food
production systems.
To what extent can terrestrial food production strategies contribute to a
sustainable equilibrium in this relationship?
4 (c) - M19
Where is it from?
Think and share

56. Good questions
nigel@fourcornerseducation.net
Climate can both influence, and be influenced by, terrestrial food production systems.
To what extent can terrestrial food production strategies contribute to a sustainable
equilibrium in this relationship?
4 (c) - M19
Think and share
Evaluate strategies to increase
sustainability in terrestrial food production
systems.
Terrestrial food production systems can be
compared and contrasted according to inputs,
outputs, system characteristics, environmental
impact and socio-economic factors.
Factors to be used in comparing and
contrasting food production systems include:
– inputs, such as fertilizers (arti
fi
cial or
organic); water (irrigation
or rainfall);
– outputs, such as food quality, food
quantity, pollutants (air, soil, water),
– environmental impacts, such as pollution
(air, soil, water);
The potential impacts of climate change
may vary from one location to another
and may be perceived as either
adverse or bene
fi
cial. These impacts
may include changes in water
availability, distribution of biomes and
crop growing areas, loss of biodiversity
Discuss the feedback mechanisms that would be associated with a
change in mean global temperature.
– an increase in the mean
global temperature
– increased frequency and
intensity of extreme weather
events
– the potential for long-term
changes in climate and weather
patterns
Mitigation strategies for carbon dioxide removal (CDR
techniques) include
:
– protecting and enhancing carbon sinks through land
management; for example, through the UN collaborative
programme on reducing emissions from deforestation and
forest degradation in developing
Discuss mitigation and adaptation strategies to
deal with impacts of
climate change.
5.2 7.2
7.3

57. Think and share - strategy

58. Construction
1
IB: ENVIRONMENTAL SYSTEMS AND SOCIETY
The following information is drawn from an example Environmental Impact Assessment for energy
generation in Nicaragua. More detailed versions can be found at https://goo.gl/xhgusY and an overview of
the project here https://goo.gl/yY7qfv
Background.
In 1994 a plan was developed to increase the generation of geothermal produced electricity at the San
Jacinto-Tizate plant through introduction of newer more efficient technology. This would increase energy
production from 10 MW to 72 MW. The project would also produce funds through the Certified Carbon
Emissions agreement within the Kyoto protocol.
The plant is in an area of tropical forest used by locals for construction material and fire wood. While the area
is protected as there is considerable plant biodiversity, much of the area has been altered by human activity
through slash and burn agriculture and deforestation. This has significantly impacted on the animal
biodiversity of the area. While the population of the area is relatively small a lot of people have left the area
in search of work with the main source of employment is in agriculture.
The project is also in a major water basin and surface drainage network as well as being in an area with
seismic and volcanic activity.
7.1: Energy choices and security and Topic 1.4: Sustainability
Topic 7: Climate change and energy production
Topic 1: Foundations of ESS
7.1: Energy choices and security and Topic 1.4: Sustainability
Nicaragua
San Jacinto-Tizate Project
2
Tasks: As a group (odd numbers)
Suggest how the impacts above would alter if the project had not been undertaken. What would remain
similar what would change?
Identify how each negative impact of the project could be reduced (mitigation) during each phase. (Some
impacts may not be able to be reduced
From the information given and within the provided links produce a short (10 minute) presentation to
evaluate the how EIAs can be used to test the feasibility of the project as a vehicle for sustainable
development. Basically - Is the project good or bad? Question is on the next page
The following criteria are used to assess your presentation - These are adapted from the paper 2, Section B,
Structured Essay criteria. Think of your presentation in terms of the criteria - what would a successful
presentation look like using these criteria?
7.1: ENERGY CHOICES AND SECURITY AND TOPIC 1.4: SUSTAINABILITY
Type of
Impact
Project phase Impact Level Description
Physical and
Chemical
environment
Construction Negative - High Soil and rock plus waste construction material
Changes in soil: Erosion of soil during construction because of
removal of vegetation including trees and moving soil around during
construction .
Moderate Noise: increased noise levels during construction because of use of
heavy machinery
Air quality. Increased emissions in area due to using heavy machinery
Low - positive Drainage - during early construction changes in drainage pattern but
construction includes enhancing drainage in the area as part of the
design
Operation Moderate Mud and rocks produced in geothermal pools will require removal
Brine water produced during electricity generation
Contaminated water and area from leaks to machinery and electrical
trnaformers
Low - positive Geothermal generators produce less CO2 than other forms of
electricity generation
Ecological Low - positive Helps reduce reliance on wood in the local area for energy. Therefore
helps reduce pressure on local tropical forest for fuel.
Socio
economic
Production and
operation
Positive Around 700 people will be employed in the construction and then
operational phases
Access to water - project includes plans to make potable water
available to local community as result of development.
Low Potential hazard from super heated water piping break
Increased risk of electrocution because of development of electricity
sub stations
3
Evaluate the use of an EIA when considering the advantages and disadvantages of different energy
sources, in relation to sustainability.
Works Cited and Additional Resources
International Institute for Sustainable Development (2010) "EIA CASE STUDY: Energy – Nicaragua - IISD."
Retrieved from: http://www.iisd.org/learning/eia/wp-content/uploads/2016/05/Case-Study-Nicaragua-
energy.pdf
International Institute for Sustainable Development (2016) "Environmental Impact AssessmentTraining
Manual." Retrieved from: http://www.iisd.org/learning/eia/wp-content/uploads/2016/06/EIA-Manual.pdf.
“San Jacinto-Tizate Geothermal Project.” Power Technology, Power Technology, www.power-
technology.com/projects/san-jacinto-tizate-geothermal-project-spain/.
TOPIC 1.4: SUSTAINABILITY - EIA
Level Level Descriptor
Knowledge and
Understanding (Level
1)
The presentation contains:
• minimal evidence of knowledge and understanding of ESS issues or concepts
• fragmented knowledge statements poorly linked to the context of the question
some appropriate use of ESS terminology
• no examples where required, or examples with insufficient explanation/relevance
• superficial analysis that amounts to no more than a list of facts/ideas
• judgments/conclusions that are vague or not supported by evidence/argument.
Analysis (Level 2) The presentation contains:
• some evidence of sound knowledge and understanding of ESS issues and concepts
• knowledge statements effectively linked to the context of the question
• largely appropriate use of ESS terminology
• some use of relevant examples where required, but with limited explanation
• clear analysis that shows a degree of balance
• some clear judgments/conclusions, supported by limited evidence/arguments.
Evaluation and
synthesis (Level 3)
The presentation contains:
• substantial evidence of sound knowledge and understanding of ESS issues and concepts
• a wide breadth of knowledge statements effectively linked with each other, and to the context of the
question
• consistently appropriate and precise use of ESS terminology
effective use of pertinent, well-explained examples, where required, showing some originality
• thorough, well-balanced, insightful analysis
• explicit judgments/conclusions that are well-supported by evidence/arguments and that include
some critical reflection.

59. Construction
May 17
4. To what extent are the concepts of net productivity and natural income useful in
managing the sustainable harvesting of named resources from natural ecosystems?
5. Pollution management strategies may be aimed at either preventing the production of pollutants or limiting their
release into ecosystems.
With reference to either acid deposition or eutrophication, evaluate the relative
efficiency of these two approaches to management.
6. The provision of food resources and assimilation of wastes are two key factors of the environment that
determine its carrying capacity for a given species.
To what extent does the human production of food and waste each influence the carrying capacity for human
populations?

60. Nigel Gardne
r
fourcornerseducation.ne
t
nigel@fourcornerseducation.net