This document appears to be an exam for a grade 11 environmental systems and societies class. It contains multiple choice and short answer questions about various topics related to ecosystems, including:
- Processes that reduce sunlight reaching Earth's surface
- Calculating the proportion of global net primary productivity used for human food consumption
- Reasons for food shortages in some societies
- Comparing biomass, net primary productivity, and soil fertility across forest ecosystems
- Defining ecosystem terms and providing examples
- Calculating net primary productivity per kg of biomass for different ecosystems
- Comparing annual production and respiration data across ecosystems
The exam contains questions assessing understanding of key environmental concepts as well as data analysis and interpretation skills
This document contains a summary of a student's exam on environmental systems and societies from February 2013. It includes 4 questions on topics like biomass, net primary productivity, ecosystem structure and function, and human impacts. Question 1 defines biomass and describes methods to estimate total biomass. Question 2 asks about factors influencing biomass and NPP in different biomes. Question 3 defines ecological terms like ecosystem and discusses matter flows. Question 4 examines trophic efficiency and impacts of CFCs, acid deposition, and global warming on NPP.
This document appears to be an exam for a grade 11 humanities class on ecosystems and environmental science. It contains 4 sections with multiple choice and short answer questions. Section 1 asks students to name and describe an ecosystem, identify abiotic factors, and evaluate methods to measure biotic factors. It also asks students to calculate Simpson's diversity index for two forest areas and explain the difference. Section 2 distinguishes between predators and parasites and asks students to identify a food chain diagram and explain why there are often more organisms at the third trophic level. Section 3 provides a food web diagram of the North Sea ecosystem and asks students to identify trophic levels and explain limits to the number of trophic levels. Section 4 examines a food chain exposed
This document contains an answer scheme and summary for an IB ESS grade 11 summative assessment from September 2012. It provides the marking criteria for questions about estimating population size, food chains, and biomagnification up the trophic levels. The key points assessed include appropriate sampling methods, representing trophic interactions in diagrams, explaining energy losses between levels, and defining producers and top carnivores.
The document presents a model of the climatic system that shows the interactions between the atmosphere, ocean, ice, land, and human activity. It also distinguishes between the external inputs and outputs to the Earth-atmosphere system and the internal interactions within the system. The model is used to represent the complex relationships and feedbacks between different components that influence the climate.
This document contains the answer sheet for the Grade 11 Summative Exam from September 2012 in Earth Systems Science (ESS). It provides the answers to multiple choice and written response questions on topics including: the water cycle, greenhouse gases, feedback mechanisms in ecosystems, energy transformations, and impacts of climate change on mountain ecosystems. The answer sheet includes explanations and workings for full marks on the questions.
This document contains an answer scheme for an end of semester test in Grade 11. It provides the questions asked in the test and the marking scheme for student responses. The test covered topics related to population ecology, including predator-prey interactions, food webs, methods for estimating population sizes, biodiversity indices, and energy flow through ecosystems. The summary provides the essential information while being concise.
The document is a 45 mark summative assessment on the global water cycle for a Grade 11 IB ESS class. It contains multiple choice and short answer questions testing understanding of key concepts about the water cycle including storage percentages, flow rates, inputs and outputs, and feedback mechanisms. It also addresses questions about energy in the water cycle, impacts of climate change, and water usage over time.
This document provides instructions and questions for an end of semester test in Environmental Systems and Societies. It includes:
- Instructions directing candidates to answer all questions in Section A in the provided spaces.
- Section A contains 6 multi-part questions related to population dynamics, food webs, feedback mechanisms, and thermodynamics. Candidates are asked to interpret graphs, identify time lags, predict impacts, and explain concepts.
- The test has a maximum mark of 80 and is 1 hour and 30 minutes in duration. It is for grade 11 students and covers the SL (Standard Level) curriculum.
This document contains a summary of a student's exam on environmental systems and societies from February 2013. It includes 4 questions on topics like biomass, net primary productivity, ecosystem structure and function, and human impacts. Question 1 defines biomass and describes methods to estimate total biomass. Question 2 asks about factors influencing biomass and NPP in different biomes. Question 3 defines ecological terms like ecosystem and discusses matter flows. Question 4 examines trophic efficiency and impacts of CFCs, acid deposition, and global warming on NPP.
This document appears to be an exam for a grade 11 humanities class on ecosystems and environmental science. It contains 4 sections with multiple choice and short answer questions. Section 1 asks students to name and describe an ecosystem, identify abiotic factors, and evaluate methods to measure biotic factors. It also asks students to calculate Simpson's diversity index for two forest areas and explain the difference. Section 2 distinguishes between predators and parasites and asks students to identify a food chain diagram and explain why there are often more organisms at the third trophic level. Section 3 provides a food web diagram of the North Sea ecosystem and asks students to identify trophic levels and explain limits to the number of trophic levels. Section 4 examines a food chain exposed
This document contains an answer scheme and summary for an IB ESS grade 11 summative assessment from September 2012. It provides the marking criteria for questions about estimating population size, food chains, and biomagnification up the trophic levels. The key points assessed include appropriate sampling methods, representing trophic interactions in diagrams, explaining energy losses between levels, and defining producers and top carnivores.
The document presents a model of the climatic system that shows the interactions between the atmosphere, ocean, ice, land, and human activity. It also distinguishes between the external inputs and outputs to the Earth-atmosphere system and the internal interactions within the system. The model is used to represent the complex relationships and feedbacks between different components that influence the climate.
This document contains the answer sheet for the Grade 11 Summative Exam from September 2012 in Earth Systems Science (ESS). It provides the answers to multiple choice and written response questions on topics including: the water cycle, greenhouse gases, feedback mechanisms in ecosystems, energy transformations, and impacts of climate change on mountain ecosystems. The answer sheet includes explanations and workings for full marks on the questions.
This document contains an answer scheme for an end of semester test in Grade 11. It provides the questions asked in the test and the marking scheme for student responses. The test covered topics related to population ecology, including predator-prey interactions, food webs, methods for estimating population sizes, biodiversity indices, and energy flow through ecosystems. The summary provides the essential information while being concise.
The document is a 45 mark summative assessment on the global water cycle for a Grade 11 IB ESS class. It contains multiple choice and short answer questions testing understanding of key concepts about the water cycle including storage percentages, flow rates, inputs and outputs, and feedback mechanisms. It also addresses questions about energy in the water cycle, impacts of climate change, and water usage over time.
This document provides instructions and questions for an end of semester test in Environmental Systems and Societies. It includes:
- Instructions directing candidates to answer all questions in Section A in the provided spaces.
- Section A contains 6 multi-part questions related to population dynamics, food webs, feedback mechanisms, and thermodynamics. Candidates are asked to interpret graphs, identify time lags, predict impacts, and explain concepts.
- The test has a maximum mark of 80 and is 1 hour and 30 minutes in duration. It is for grade 11 students and covers the SL (Standard Level) curriculum.
This document contains a practice test for the IB ESS exam. It includes 32 multiple choice questions testing various concepts related to systems, energy flow, matter cycles, feedback mechanisms, and human impacts on the environment. The questions cover topics like the laws of thermodynamics, types of systems (open, closed, isolated), equilibrium, feedback, energy pyramids, and ecological interactions like predation.
This document contains a worksheet with questions about energy flow through food chains and farming systems. Figure 1 shows a food chain with primary producers, cattle, and humans. Students are asked to (1) calculate the percentage of energy lost from primary producers to humans, and (2) explain why crop farming is more energy efficient than sea harvesting. They are also asked to (3) suggest two ways energy can be lost from the system. Additionally, students are asked to (1) list three reasons why livestock are part of most farming systems, and (2) annotate a systems diagram of a farm to identify two inputs and outputs and their potential environmental impacts.
This document contains 10 essay questions related to environmental systems and societies. The first question asks the student to describe a method for measuring changes in abiotic components in a named ecosystem affected by human activity. The second question asks the student to describe ecocentric and technocentric responses to global warming and justify which may be more effective. The third question asks the student to outline the environmental impact of two named food production systems.
This document contains sample essay questions and responses about ecosystems and human impacts on the environment.
The first question asks to describe methods to record changes in an ecosystem like the Alpine Pine Forest from human activities, such as using sampling methods to measure species abundance and diversity over time.
The second question explains how human activity has increased nitrogen in ecosystems through fertilizer use and fossil fuel combustion, and the impacts like acid rain, soil acidification, and eutrophication.
The third question evaluates the role of Environmental Impact Assessments in different societies, noting they can empower communities but be biased if developers fund them, and may not be affordable or prioritized in all contexts.
How to Write ESS Essay Questions in Paper 2-First Exam 2017GURU CHARAN KUMAR
This document provides information about essay questions on the IB ESS exam. It notes that:
- Paper 2 Section B contains two essay questions worth 20 marks each from a choice of four.
- Each essay question has three parts (A, B, and C) with varying point values.
- Part C is marked based on mark bands and requires evaluation, synthesis, and justification.
- The document also outlines the assessment objectives for ESS, including knowledge, application, evaluation, and engagement with environmental issues. It provides examples of key command terms used in ESS essay questions like define, describe, and distinguish.
This document consists of an exam for the International General Certificate of Secondary Education in Physics. The exam contains 11 multi-part questions testing various concepts in physics, including kinematics, forces, energy, electricity, optics, and atomic structure. Students are required to answer all questions, showing working where appropriate. Diagrams are included with some questions for students to label or draw on.
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.
This document discusses access to freshwater around the world. Only a small percentage of Earth's total water is freshwater, and its distribution is inequitable with many less economically developed countries lacking access. The turnover time, or time it takes for water to cycle from one part of the hydrologic cycle to another, varies significantly from 10,000 years for ice caps to just 12 days for rivers and the atmosphere. Increasing water usage in many areas is threatening sustainability as populations rise without adequate conservation efforts. The case study of Mexico City illustrates some of these challenges as groundwater is overexploited and wastewater is increasingly reused to try and meet the needs of the large population.
The document discusses various ecological concepts related to ecosystem structure. It defines biotic and abiotic components, trophic levels, and explains how energy transfers between trophic levels can be represented by different types of pyramids. Food chains and webs are used to illustrate trophic levels and population interactions like competition, parasitism, mutualism and predation are discussed using local species examples.
The document provides an overview of environmental value systems (EVS) and concepts in environmental systems and societies. It discusses how historical events have influenced the development of EVSs and environmental movements. There is a wide spectrum of EVSs from ecocentric to anthropocentric to technocentric. Ecocentric views prioritize nature, education, and self-sufficiency while technocentric views emphasize technological solutions and economic growth to address environmental issues. People's EVS shapes how they perceive and evaluate environmental issues based on cultural, religious, economic and sociopolitical contexts.
3.1 movement in-and_out_of_cells-qp_igcse-cie-biology_yasminexxy1
This document is a biology exam paper that tests students' understanding of movement in and out of cells through diffusion and osmosis. It contains 30 multiple choice questions about these topics, including questions about:
- The definition of active transport and how it differs from diffusion
- Experiments demonstrating diffusion and osmosis
- How gases like oxygen move in and out of cells in the lungs and leaves
- The effects of osmosis on plant and animal cells in different solutions
- How water is transported in plants
Students must select the best answer from the options provided to demonstrate their knowledge of the key concepts and processes.
This document discusses water pollution and eutrophication. It defines different types of water pollutants and methods for monitoring pollution, including direct chemical measurements and indirect biological indicators like BOD and indicator species. Eutrophication occurs when a water body receives too many nutrients, causing algal blooms that reduce oxygen levels. Symptoms include decreased biodiversity and dissolved oxygen. Management strategies include reducing nutrient inputs from fertilizers and sewage, removing pollutants from water, and regulations on industries and public behaviors.
This document provides the mark scheme and guidance for examiners marking the Cambridge International Examinations International General Certificate of Secondary Education Physics exam from May/June 2013. It explains the marking criteria for questions, including what earns method marks, independent marks, and final answer marks. Notes are provided on marking conventions regarding significant figures, units, arithmetic errors, and transcription mistakes. The mark scheme then provides the answers and marks for each question on the exam.
Aquatic food production systems provide many food sources for human consumption including algae, fish, shellfish, and other organisms. These systems face sustainability challenges due to overexploitation from fishing and environmental impacts from aquaculture. Effective management strategies like catch limits, marine protected areas, and regulating farm practices are needed to support long-term viability of aquatic food resources.
The document discusses key concepts related to sustainability including:
- Sustainable development meets present needs without compromising future generations' ability to meet their own needs.
- Environmental indicators and ecological footprints can assess sustainability.
- The Millennium Ecosystem Assessment reported that humans have changed ecosystems more rapidly in the past 50 years than ever before, with mixed impacts on human well-being.
- Environmental impact assessments play an important role in sustainable development by evaluating potential impacts of projects.
This document contains an examination for the International General Certificate of Secondary Education in Physics. It consists of multiple choice and written response questions covering various topics in physics, including:
- Measuring the acceleration of a trolley and determining its mass.
- Calculating power ratings using pulleys and ropes.
- Pressure and volume changes of gases with depth in liquids.
- Electrical circuits and components including resistors, batteries and transformers.
- Wave properties including wavelength, frequency and speed.
- Refraction of light in optical fibers.
- Radioactive decay and half-life calculations.
- Thermionic emission in cathode ray tubes.
- Phase changes and specific heat capacity.
The exam
Communities and ecosystems are defined. A community is a group of populations living and interacting in a common habitat, while an ecosystem includes both the community and its physical environment. Photosynthesis and respiration play key roles in energy flow, with photosynthesis converting light energy to chemical energy in producers and respiration releasing energy through the breakdown of organic matter. These processes can be represented by word equations and involve inputs, outputs and transformations of energy and matter.
This document consists of 20 printed pages containing a physics exam with 11 multiple choice and short answer questions. The exam covers topics in physics including density, kinematics, forces, energy, heat transfer, pressure, optics, sound, electricity, magnetism, and nuclear physics. Students are instructed to show their working, use appropriate units, and attach all pages when finished.
The document discusses several topics related to human impacts on ecosystems and the environment:
- Deforestation in Madagascar increased between 2009-2012, releasing more carbon dioxide due to less photosynthesis.
- Clearing forests for palm oil production increases atmospheric carbon dioxide and affects climate.
- Adding spices to animal feed can reduce methane emissions from livestock.
- Waste production is rising but recycling rates in the UK have increased in recent years.
- Human population growth and resource use are putting pressure on ecosystems.
1. The document discusses types of nuclear radiation (alpha, beta, gamma) and their properties. It provides examples of how radioactive sources can be used in experiments and demonstrations.
2. Safety precautions are important when using radioactive sources. Radiation can penetrate materials differently depending on its type, and sources decay over time.
3. Radiation detection equipment such as Geiger counters are used to measure radiation levels and identify isotopes. Properties like half-life can be calculated from decay data.
This document contains a practice test for the IB ESS exam. It includes 32 multiple choice questions testing various concepts related to systems, energy flow, matter cycles, feedback mechanisms, and human impacts on the environment. The questions cover topics like the laws of thermodynamics, types of systems (open, closed, isolated), equilibrium, feedback, energy pyramids, and ecological interactions like predation.
This document contains a worksheet with questions about energy flow through food chains and farming systems. Figure 1 shows a food chain with primary producers, cattle, and humans. Students are asked to (1) calculate the percentage of energy lost from primary producers to humans, and (2) explain why crop farming is more energy efficient than sea harvesting. They are also asked to (3) suggest two ways energy can be lost from the system. Additionally, students are asked to (1) list three reasons why livestock are part of most farming systems, and (2) annotate a systems diagram of a farm to identify two inputs and outputs and their potential environmental impacts.
This document contains 10 essay questions related to environmental systems and societies. The first question asks the student to describe a method for measuring changes in abiotic components in a named ecosystem affected by human activity. The second question asks the student to describe ecocentric and technocentric responses to global warming and justify which may be more effective. The third question asks the student to outline the environmental impact of two named food production systems.
This document contains sample essay questions and responses about ecosystems and human impacts on the environment.
The first question asks to describe methods to record changes in an ecosystem like the Alpine Pine Forest from human activities, such as using sampling methods to measure species abundance and diversity over time.
The second question explains how human activity has increased nitrogen in ecosystems through fertilizer use and fossil fuel combustion, and the impacts like acid rain, soil acidification, and eutrophication.
The third question evaluates the role of Environmental Impact Assessments in different societies, noting they can empower communities but be biased if developers fund them, and may not be affordable or prioritized in all contexts.
How to Write ESS Essay Questions in Paper 2-First Exam 2017GURU CHARAN KUMAR
This document provides information about essay questions on the IB ESS exam. It notes that:
- Paper 2 Section B contains two essay questions worth 20 marks each from a choice of four.
- Each essay question has three parts (A, B, and C) with varying point values.
- Part C is marked based on mark bands and requires evaluation, synthesis, and justification.
- The document also outlines the assessment objectives for ESS, including knowledge, application, evaluation, and engagement with environmental issues. It provides examples of key command terms used in ESS essay questions like define, describe, and distinguish.
This document consists of an exam for the International General Certificate of Secondary Education in Physics. The exam contains 11 multi-part questions testing various concepts in physics, including kinematics, forces, energy, electricity, optics, and atomic structure. Students are required to answer all questions, showing working where appropriate. Diagrams are included with some questions for students to label or draw on.
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.
This document discusses access to freshwater around the world. Only a small percentage of Earth's total water is freshwater, and its distribution is inequitable with many less economically developed countries lacking access. The turnover time, or time it takes for water to cycle from one part of the hydrologic cycle to another, varies significantly from 10,000 years for ice caps to just 12 days for rivers and the atmosphere. Increasing water usage in many areas is threatening sustainability as populations rise without adequate conservation efforts. The case study of Mexico City illustrates some of these challenges as groundwater is overexploited and wastewater is increasingly reused to try and meet the needs of the large population.
The document discusses various ecological concepts related to ecosystem structure. It defines biotic and abiotic components, trophic levels, and explains how energy transfers between trophic levels can be represented by different types of pyramids. Food chains and webs are used to illustrate trophic levels and population interactions like competition, parasitism, mutualism and predation are discussed using local species examples.
The document provides an overview of environmental value systems (EVS) and concepts in environmental systems and societies. It discusses how historical events have influenced the development of EVSs and environmental movements. There is a wide spectrum of EVSs from ecocentric to anthropocentric to technocentric. Ecocentric views prioritize nature, education, and self-sufficiency while technocentric views emphasize technological solutions and economic growth to address environmental issues. People's EVS shapes how they perceive and evaluate environmental issues based on cultural, religious, economic and sociopolitical contexts.
3.1 movement in-and_out_of_cells-qp_igcse-cie-biology_yasminexxy1
This document is a biology exam paper that tests students' understanding of movement in and out of cells through diffusion and osmosis. It contains 30 multiple choice questions about these topics, including questions about:
- The definition of active transport and how it differs from diffusion
- Experiments demonstrating diffusion and osmosis
- How gases like oxygen move in and out of cells in the lungs and leaves
- The effects of osmosis on plant and animal cells in different solutions
- How water is transported in plants
Students must select the best answer from the options provided to demonstrate their knowledge of the key concepts and processes.
This document discusses water pollution and eutrophication. It defines different types of water pollutants and methods for monitoring pollution, including direct chemical measurements and indirect biological indicators like BOD and indicator species. Eutrophication occurs when a water body receives too many nutrients, causing algal blooms that reduce oxygen levels. Symptoms include decreased biodiversity and dissolved oxygen. Management strategies include reducing nutrient inputs from fertilizers and sewage, removing pollutants from water, and regulations on industries and public behaviors.
This document provides the mark scheme and guidance for examiners marking the Cambridge International Examinations International General Certificate of Secondary Education Physics exam from May/June 2013. It explains the marking criteria for questions, including what earns method marks, independent marks, and final answer marks. Notes are provided on marking conventions regarding significant figures, units, arithmetic errors, and transcription mistakes. The mark scheme then provides the answers and marks for each question on the exam.
Aquatic food production systems provide many food sources for human consumption including algae, fish, shellfish, and other organisms. These systems face sustainability challenges due to overexploitation from fishing and environmental impacts from aquaculture. Effective management strategies like catch limits, marine protected areas, and regulating farm practices are needed to support long-term viability of aquatic food resources.
The document discusses key concepts related to sustainability including:
- Sustainable development meets present needs without compromising future generations' ability to meet their own needs.
- Environmental indicators and ecological footprints can assess sustainability.
- The Millennium Ecosystem Assessment reported that humans have changed ecosystems more rapidly in the past 50 years than ever before, with mixed impacts on human well-being.
- Environmental impact assessments play an important role in sustainable development by evaluating potential impacts of projects.
This document contains an examination for the International General Certificate of Secondary Education in Physics. It consists of multiple choice and written response questions covering various topics in physics, including:
- Measuring the acceleration of a trolley and determining its mass.
- Calculating power ratings using pulleys and ropes.
- Pressure and volume changes of gases with depth in liquids.
- Electrical circuits and components including resistors, batteries and transformers.
- Wave properties including wavelength, frequency and speed.
- Refraction of light in optical fibers.
- Radioactive decay and half-life calculations.
- Thermionic emission in cathode ray tubes.
- Phase changes and specific heat capacity.
The exam
Communities and ecosystems are defined. A community is a group of populations living and interacting in a common habitat, while an ecosystem includes both the community and its physical environment. Photosynthesis and respiration play key roles in energy flow, with photosynthesis converting light energy to chemical energy in producers and respiration releasing energy through the breakdown of organic matter. These processes can be represented by word equations and involve inputs, outputs and transformations of energy and matter.
This document consists of 20 printed pages containing a physics exam with 11 multiple choice and short answer questions. The exam covers topics in physics including density, kinematics, forces, energy, heat transfer, pressure, optics, sound, electricity, magnetism, and nuclear physics. Students are instructed to show their working, use appropriate units, and attach all pages when finished.
The document discusses several topics related to human impacts on ecosystems and the environment:
- Deforestation in Madagascar increased between 2009-2012, releasing more carbon dioxide due to less photosynthesis.
- Clearing forests for palm oil production increases atmospheric carbon dioxide and affects climate.
- Adding spices to animal feed can reduce methane emissions from livestock.
- Waste production is rising but recycling rates in the UK have increased in recent years.
- Human population growth and resource use are putting pressure on ecosystems.
1. The document discusses types of nuclear radiation (alpha, beta, gamma) and their properties. It provides examples of how radioactive sources can be used in experiments and demonstrations.
2. Safety precautions are important when using radioactive sources. Radiation can penetrate materials differently depending on its type, and sources decay over time.
3. Radiation detection equipment such as Geiger counters are used to measure radiation levels and identify isotopes. Properties like half-life can be calculated from decay data.
The document is a biology exam paper consisting of multiple choice and short answer questions covering various topics in biology. It contains instructions for candidates on how to complete the exam, which is divided into two sections. Section A contains questions that must all be answered, while Section B contains options of question topics, where candidates must answer all questions from one selected option. The exam is out of 45 total marks and candidates have 1 hour and 15 minutes to complete it.
The document contains 9 physics problems involving vector diagrams, forces, moments, and energy. Problem 1 involves drawing a vector diagram to find the resultant velocity of an airplane flying in wind. Problem 2 involves calculating the upward force exerted by crushed material on a plunger using moments. Problem 3 requires drawing the resultant force on an airliner flying in a circular horizontal path and showing it is consistent with the lift and weight forces.
Diffusion, osmosis, and active transport practice questionsMrs Parker
This document contains a practice exam on the topics of diffusion, osmosis, and active transport for GCSE Biology students. It consists of 8 multiple choice and short answer questions covering these topics as they relate to cell structures, transport across membranes, experiments investigating rates of diffusion and osmosis, and human kidney function. The exam tests understanding of key terminology, processes, and applications of diffusion, osmosis and active transport. It provides data, diagrams, and questions requiring calculations, explanations, analyses, and drawings.
Electricity is generated in a nuclear power station through nuclear fission. In a nuclear reactor, a chain reaction occurs where neutrons cause additional nuclear fissions, releasing energy. Moving the control rods up and down affects the number of neutrons absorbed and thus controls the energy released by the chain reaction.
This document provides an introduction to biomass resources and pyrolysis. It discusses the types of biomass resources including agricultural crop residues, energy plantations, and municipal/industrial wastes. It then discusses the status of biomass energy, focusing on advancements in technologies, its use in developing Asian countries including India, and the biomass resources available in India. The document also introduces pyrolysis, describing the different types (slow, fast, flash etc.), reactor designs used for fast pyrolysis, and how pyrolysis vapors are recovered to produce bio-oil.
This document outlines the Next Generation Science Standards for elementary through high school. It begins with introductions for each grade level (K-5) followed by the performance expectations and core ideas for each standard. These are organized by physical sciences, life sciences, earth and space sciences, and engineering design. The document then provides the storylines and standards for middle school and high school levels with the same organization.
This document provides an overview of the oil and gas industry in Indonesia, covering topics such as:
1. The geological origins and formation processes of oil and gas, including both organic and abiogenic theories.
2. Reservoir types and characteristics, including different geological structures that can trap hydrocarbons, as well as reservoir drive mechanisms.
3. Exploration techniques such as aerial and satellite surveys, gravity and magnetic studies, 2D and 3D seismic acquisition and analysis, and well drilling.
4. Details of the drilling process and data acquisition methods like well logging.
It includes a table of contents outlining the various chapters and their subsections on these important oil and gas concepts and methods.
Climate Change and Agriculture in the United States: Effects and Adaptationclimate central
This document summarizes the key effects of climate change on U.S. agriculture as identified in the report. It finds that rising temperatures and changing precipitation patterns will reduce productivity for most crops, outweighing benefits from increased carbon dioxide. Effects will vary by crop and region but all production systems will be impacted. Livestock are vulnerable to temperature stresses. Climate change will exacerbate existing biotic stresses from weeds, pests and diseases. It will also compromise ecosystem services like soil quality and water resources that support agriculture. The report calls for more research on extreme weather effects and improving agricultural adaptation through new crop varieties, practices and policies.
A2 OCR Biology - Unit 1 Module 2 Revision Testmrexham
This document contains a 27 question quiz on excretion and the kidney/liver for an A-level biology class. It tests students' understanding of key terms like excretion, deamination and urea formation. Questions cover the structure and function of nephrons, the loop of Henle, ADH, dialysis and common causes of kidney failure. Diagrams of the kidney and liver are included for labeling.
This document contains information about various topics including:
1. Photosynthesis rates and the effects of varying CO2 levels on different plants.
2. The effects of salt and glucose on plant growth.
3. Principles of genetics including Mendelian inheritance and probability.
4. Calculations related to net primary productivity and energy flow in ecosystems.
An estimated 25 million Americans suffer from asthma, accounting for over 10 million doctor visits and 500,000 hospitalizations annually. Asthmapolis is working with Qualcomm Life to develop wireless tools to improve daily asthma management and reduce costs. The goal is to passively and objectively monitor inhaled medication use in real-time without adding burden, helping the estimated 25 million Americans with asthma better manage their condition.
This 16 page document appears to be an exam for the International General Certificate of Secondary Education in Physics. It consists of 6 multi-part questions testing concepts in physics. The questions cover topics such as motion graphs, hydroelectric power, vectors, pressure, heat and states of matter.
Second Revision Syria Regional Response PlanJesse Budlong
This document is a revised regional response plan for Syria with sections on Jordan, Lebanon, Turkey, and Iraq. It provides an executive summary with tables of financial requirements by agency and sector. The regional overview discusses population figures, strategic objectives, planning assumptions, coordination efforts, and information management. Each country section details the context, needs, response activities, coordination, strategic objectives, and financial requirements by agency and sector.
The document discusses several key Islamic beliefs about the afterlife:
1) It provides proof from the Quran and hadiths for the Islamic belief in resurrection and judgement.
2) It describes the blowing of the horn and different opinions on how many times it will blow before the Day of Judgement.
3) It describes the gathering of all humans and jinn on the Plain of Resurrection and mentions some groups of people who will be resurrected or gathered together.
4) It discusses the standing before Allah for judgement, the concept of intercession, and places like al-Hawd (pool) and as-Sirat (bridge) that believers must cross.
A2 OCR Biology - Unit 2 Module 3 Revision Testmrexham
This document contains a 31 question quiz on ecosystems and ecology. It covers topics like defining populations and communities, describing abiotic factors and food chains, explaining concepts like primary productivity, succession, nitrogen fixation, and carrying capacity. It also addresses population growth models, competition between species, conservation management strategies, and threats to biodiversity from human activities.
Deforestation, especially in tropical rainforests over the past 60 years, has contributed to both local decreases in biodiversity and global climate effects. Deforestation and the burning of fossil fuels have increased carbon dioxide levels in the atmosphere and global temperatures. New ideas to address global warming include planting trees on farms to offset industry emissions by acting as carbon sinks, and reducing plowing which allows soil to store more carbon.
Descarga Exámenes de Bachillerato Internacional Matemáticas Nivel Medio Prueba 2 TZ2 Mayo 2016.
Clases particulares de Matemáticas y Física IB.
Matemáticas Análisis y Enfoques NM Matemáticas Aplicaciones e Interpretación NM.
Exámenes de Bachillerato Internacional (BI).
Matemáticas Análisis y Enfoques NS Matemáticas Aplicaciones e Interpretación NS.
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.
This document outlines an investigation into the effect of carbon dioxide emissions on temperature in the USA and UK from 2009-2019. The research question asks to what extent different levels of CO2 concentration in the USA vs the UK affect average temperature. Secondary data on CO2 emissions and average temperature in both countries will be collected from credible sources over the 10-year period. The hypothesis is that there is a correlation between CO2 concentrations and temperature trends, and differences in CO2 levels between the countries will result in differences in temperature trends. Key variables are CO2 concentration as the independent variable and average temperature as the dependent variable.
The document contains contact information for ESSGurumantra.com with their Gmail ID repeated in 14 lines. It concludes by listing their social media profiles and podcast/music platforms where users can follow the organization, including their website, Facebook, YouTube channel, Twitter, Instagram, LinkedIn, SlideShare, Pinterest, Spotify, SoundCloud, and Google Podcast.
The document discusses various topics related to genetics and biotechnology including genetic engineering, polymerase chain reaction (PCR), DNA profiling, and genetically modified foods. It provides definitions and explanations of key terms and processes such as how PCR is used to amplify DNA, the steps involved in PCR including denaturation, annealing and elongation, and how gel electrophoresis can be used to analyze PCR products. It also summarizes techniques like DNA profiling that are used for forensic investigations and paternity testing.
This document contains a series of logic and reasoning puzzles to test creativity and problem-solving skills. It includes 25 puzzles of varying difficulty across several categories like word puzzles, number puzzles, and visual puzzles. The puzzles require skills like rearranging letters, words, or images to find hidden meanings and complete word or phrase patterns.
The document is an exam for the Environmental Systems Standard Level course, consisting of 30 multiple choice questions testing various concepts related to environmental science. Some of the topics covered include population ecology, energy flow, greenhouse gases, the carbon and nitrogen cycles, and atmospheric structure. The exam is 45 minutes long and candidates are instructed to choose the single best answer for each question and mark their choice on an answer sheet.
The document provides lists of top 10 websites in various categories that are useful for career development and job searching. These categories include sites for careers, in-demand tech skills in 2019, learning Excel for free, free online education, reviewing resumes for free, and preparing for interviews. The lists highlight popular websites like LinkedIn, Coursera, Khan Academy, Leetcode, and ResumeGenius that can help with tasks like networking, developing skills, getting education/training, improving resumes and interview skills.
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
1. Madurai is unique as it is guarded by 3 surrounding hills and was once full of Kadabam trees.
2. The Nandi statue at Meenakshi Amman Temple is one of the largest in Asia. Tirumalai Naicker Mahal is the largest palace in Tamil Nadu, built without using ceiling supports.
3. Gandhi Museum was originally the palace of Ranimangammal and is the only museum dedicated to Gandhi outside of India. It houses the blood-stained shawl Gandhi was wearing when assassinated.
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.
Guru Charan Kumar KANAHAVEL attended the IB Asia Pacific DP Category 1 & 2 Workshops in Singapore from August 10-12, 2012 for the subject Environmental Systems and Societies. The certificate certifies his participation in subject sessions at the workshops organized by the IB Regional Office for Asia Pacific and led by experienced IB practitioners.
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).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. Guru Charan Kumar/IB ESS
HUMANITIES DEPARTMENT
ENVIRONMENTAL SYSTEM & SOCITIES
GRADE 11 SUMMATIVE- FEBURARY 2013
1 HOUR
TOTAL MARKS-45
1. Figure below shows the estimated size of some global energy flows for one year.
(a) State two processes that reduce the amount of sunlight reaching the Earth’s surface,
as the light travels through the atmosphere.
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………………………. [1]
(b) Using the data in Figure 6, calculate, as a percentage range, the proportion of global NPP used
for human food consumption in one year.
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………………………………………………….. (2)
(c) Suggest two reasons why food is in short supply in some societies.
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …………………………………………………………… (2)
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2. Guru Charan Kumar/IB ESS
2. The data figure 1 shows some characteristics of three different forest ecosystems.
Figure 1.
Vegetation
Tropical rainforest
Litter
thin humus layer
Temperate
deciduous woodland
Temperate
coniferous woodland
Litter (pine needles)
deep humus (acidic) layer
Brown colour becoming
lighter with depth
Pale grey layer with
considerable leaching
Some leaching
Red colour with high iron
and aluminium content
Soil profile coarse texture
Litter
deep humus layer
Darker layer with iron and
humus enrichment
Parent material
Parent material weathered Parent material
to great depth
Mean biomass /
tons hectare –1
1000
800
600
400
200
0
[Source: adapted from Goodman and Hughes, Geography A level Q and A, Letts Educational, 1995, page 19]
(a)
(i)
Define what is meant by the term biomass.
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(1)
(ii)
Outline a method by which biomass can be measured.
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3. Guru Charan Kumar/IB ESS
(2)
(b)
(i)
Identify which of the three forest ecosystems contains the most biomass.
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(1)
(ii)
Explain why this ecosystem is so productive. (In your answer you should include
factors other than those in figure 1.)
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(3)
(iii)
Explain the difference between biomass and net primary productivity (NPP).
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(2)
(c)
(i)
Of the three soil types shown in figure 1, state which forest’s soil is most fertile.
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(1)
(ii)
Explain how you arrived at your answer to (c) (i).
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4. Guru Charan Kumar/IB ESS
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(3)
(Total 13 marks)
3) (a) Outline the term ecosystem.
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(1)
(b)
State an example of a flow within a named ecosystem.
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(1)
(c)
State one example of biological storage within a forest ecosystem.
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(1)
(d)
Calculate the net primary productivity per kg of biomass for the boreal forest ecosystem in
the table below.
Comparison of ecosystem productivity
Mean net primary
productivity /
kg m–2 yr–1
Mean biomass /
kg m–2
Net primary
productivity per kg
biomass per year
Temperate forest
1.20
32.5
0.037
Boreal forest
0.80
20.0
Tropical rainforest
2.20
45.0
0.049
Savanna grassland
0.90
4.0
0.225
Ecosystem
4
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5. Guru Charan Kumar/IB ESS
Tundra
0.14
0.6
0.233
[Source: “Table of ecosystem productivity”, Geography Review, Volume 5, Number 1 (1991).
Reproduced by permission of Philip Allan Updates]
(1)
(e)
Compare and explain the data for two of the ecosystems in the table above.
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(4)
(f)
Briefly outline a method for measuring biomass of a primary producer.
Name of primary producer: .........................................................................................
Method: .......................................................................................................................
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6. Guru Charan Kumar/IB ESS
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(3)
(Total 11 marks)
4. The table below shows annual production and respiration in kcalm−2 year−1 in five
ecosystems.
Net Community Productivity (NCP) = Net Primary Productivity (NPP) + Secondary
Productivity (SP)
Ecosystems:
A = Alfalfa grass field; B = young pine plantation
C = medium aged oak-pine forest; D = large river; E = mature tropical rainforest
[Adapted from Odum, E. P. (1975) Fundamentals in Ecology, Saunders & Co.]
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7. Guru Charan Kumar/IB ESS
(a) (i) Define the term ecological efficiency. [1]
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(ii) Identify the ecosystem above which is likely to have the greatest species diversity.
Give a reason for your answer.
[1]
Ecosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reason . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(b) State three abiotic factors that affect primary productivity in the ecosystems above.
[1]
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(c) For ecosystem A
(i) Calculate the net primary productivity (NPP) and fill in the table.
(ii) Calculate the efficiency of conversion of GPP to NCP. Show your working.
7
[1]
[1]
8. Guru Charan Kumar/IB ESS
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(iii) Explain why ecosystem A has the highest NCP.
[1]
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(iv) Explain why ecosystem E has the highest GPP but zero NCP.
[1]
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(d) State and explain the impact that:
(i) a significant increase in the use of chlorofluorocarbons (CFCs) might have on the GPP
of these ecosystems.
[2]
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(ii) Continuous acid deposition might have on the NPP in ecosystem B.
[2]
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(iii) A 25 % decrease in the area of ecosystem E might have on global temperatures.
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[2]