IB ESS Essay Question

K.Guru charan kumar
ESS Teacher

6 FACTS ABOUT ESS ESSAY QUESTIONS
• In the paper ESS 2 section B is the essay question .
• You need to write two structured essay questions
from the choice of four in the exam
• Each essay question has 20 marks and the total
marks for the essay questions is 40.
• A single essay question has 3 parts(A,B & C)
• The question A has 5 marks has 6 marks (subject
to change) and C has 9 marks.
• Part C Essay question will be marked based on the
mark band.
2

ESS PAPER 1 & 2
ASSESSMENT
SCHEME

Assessment
components
How are the assessment
objectives addressed?
Paper 1 Case study
Paper 2 Section A: answer questions
Section B: two essays from a
choice of four
Internal assessment Individual investigation
assessed using mark bands
ESS Assessment objectives
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IB ESS Essay Question
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ESS PAPER 1 FORMAT
• Duration: 1 hour
• Weighting: 25%
• Marks: 35
• Students will be provided with a range of data in a variety
of forms relating to a specific, previously unseen case
study.
• Questions will be based on the analysis and evaluation of
the data in the case study.
• All of the questions are compulsory.
Guru IB ESS Essay
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ESS PAPER 2 FORMAT
• Duration: 2 hours
• Weighting 50%
• Marks: 65
• Paper 2 consists of two sections, A and B.
• Section A (25 marks) is made up of short-answer and
data-based questions.
• Section B (40 marks) requires students to answer two
structured essay questions from a choice of four.
• Each question is worth 20 marks.
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ESS Assessment objectives
Guru IB ESS Essay Question 8

•There are four different
assessment objectives examined
in ESS
Guru IB ESS
Essay Question

1.Demonstrate knowledge and understanding
This objective relates to the factual
understanding of the course (e.g.
concepts, methodologies and
techniques, values and attitudes).
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2. Apply knowledge and understanding
In this objective, you are expected to be able to
apply the knowledge and understanding gained
in Objective 1 in the analysis of different aspects
of the course (e.g. explanations, concepts and
theories; data and models; case studies in
unfamiliar contexts; arguments and value
systems).
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3. Evaluate, justify and synthesize material
covered by the syllabus
In this objective, you are expected to be able to make an
appraisal by weighing up the strengths and limitations
of specific aspects of the syllabus (i.e. to evaluate).
You are also expected to be able to provide evidence to
support or defend a choice, decision, strategy or course
of action (i.e. to justify), and to synthesize ideas (i.e.
make links and draw conclusions).
You may be asked to fulfil this objective with regard to:
explanations, theories and models; arguments and
proposed solutions; methods of fieldwork and
investigation; cultural viewpoints and value systems.
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4. Engage with investigations of environmental
and societal issues at the local and global level
This objective is fulfilled by selecting and
applying the appropriate research and practical
skills necessary to carry out investigations (i.e.
carrying out Internal Investigation work);
evaluating the political, economic and social
contexts of issues; suggesting collaborative and
innovative solutions that demonstrate awareness
and respect for the cultural differences and value
systems of others.
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Objectives 1 and 2 address simpler skills; objectives 3
and 4 relate to higher-order skills.
Assessment
objectives
Which components test these
objectives?
How is the assessment
objective tested?
1–3 Paper 1 (1 hour, 35 marks )
25% of the total marks
Case study
1–3 Paper 2 (2 hours, 65 marks)
50% of the total marks
Section A: short-answer
and data- response
questions
Section B: two structured
essay questions (from a
choice of four)
1–4 Internal assessment (10 hours,
30 marks) 25% of the total
marks
Individual investigation
assessed using mark-
bands
The following table shows how assessment objectives
are applied in practice.
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ESS ESSAY QUESTION TERMS

Objective 1
•Demonstrate an understanding of
information, terminology, concepts,
methodologies and skills with regard
to environment issues.

1.Define:
• Give the precise meaning of a word,
phrase, concept or physical quantity.
• Don't give your own answer here.
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Define the term Biodiversity (2)
• Biodiversity is the variety of forms of life
on earth ; encompasses species, habitat
and genetic diversity.
• Generic term for the abundance of and
number of species on earth.
Sample Question
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Define the term point source pollution.
• Point source pollution is waste that
comes from a single, clearly-
identifiable site.
Sample Question
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2.State:
Give a specific name, value or other brief
answer without explanation or calculation.
The answer is likely to be short as well as
specific. You must only use information that
is given to you in the resource booklet.
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State four factors that might increase the
likelihood of a species becoming extinct. (2)
• Specialised habitat
• Specialised food sources
• Low reproduction rate
• Large number of predators
Sample Question
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State two natural factors that might lead
to a loss of biodiversity.(2)
Natural hazard events:
Volcanic eruptions;
Droughts;
Floods;
Global catastrophic events:
Glaciation;
Meteor impact;
Change in climate;
Sample Question
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What you should cover
• The answer is likely to be short as
well as specific.
• You must only use information that
is given to you in the resource
booklet.
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3.Label
Add labels to a diagram.
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Figure 2 below shows the structure of the Earth’s
atmosphere. Label the two lowest layers of the atmosphere
on the diagram [1].
• I: stratosphere;
• II: troposphere;
• Both needed in
correct order for
Sample Question
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What you should cover?
• Each label is likely to be just a word or
two – you are labelling rather than
annotating (see definition for
annotating within these command
terms).
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4.List
• Give a sequence of brief answers
with no explanation.
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List four possible reasons why not all sunlight
emitted by the sun is used by plants for
photosynthesis. [2 marks]
• Does not reach the Earth/emitted into space
away from the Earth / reflected by
• Atmosphere / reflected by clouds / reflected by
Earth’s surface / reflected by
• Water/sea / reflected by leaf surfaces /
transmitted by leaves / not red or blue
• Absorbed by water so does not reach aquatic
plants
Sample Question
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What you should cover?
• A list is likely to consist of groups of one
or two words.
• No explanation is required and you may
waste valuable time giving an
explanation for which you will not
receive any credit or marks.
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5.Measure
• Obtain a value for a quantity.
• Measure the decrease in the thickness of the
ice sheet on the south coast of Greenland
between 1950 and 2010.
• What you should cover
• Use the scale to measure the extent of the
decline.
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6.Label
• Add labels to a diagram.
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• Figure 2 below shows the structure
of the Earth’s atmosphere.
• Label the two lowest layers of the
atmosphere on the diagram. [1
mark]
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• Each label is likely to be just a word or
two – you are labelling rather than
annotating (see definition for
annotating within these command
terms).
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7.Measure
• Obtain a value for a quantity.
• Measure the decrease in the thickness
of the ice sheet on the south coast of
Greenland between 1950 and 2010.
• Use the scale to measure the extent of
the decline.
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Objective 2
•Apply and use information,
terminology, concepts,
methodologies and skills with
regard to environmental issues.

8.Annotate
• Add brief notes to a diagram or
graph.
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Annotate the systems diagram with two inputs of water
and two outputs of water in the marshland ecosystem.
[2 marks]
Sample Question
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• Award [1] for any two inputs:
• River Tigris;
• River Euphrates;
• Precipitation/rainfall/rain;
• Snow melt/river/run-off;
• Groundwater/aquifers;
• Award [1] for any two outputs:
• Evaporation/evapotranspiration/transpiration;
• Run-off/river flow/rivers;
• Abstraction/extraction/drains/drainage
canals/irrigation/people taking it for crops;
• Infiltration;
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• The notes should aid in the
description or explanation of
the diagram or graph.
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9.Apply
• Use an idea, equation, principle, theory
or law in relation to a given problem or
issue.
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• Apply Simpson’s diversity index to work out the
diversity of species in the woodland ecosystem.
• Use the application indicated in the questions to
the specific problem or issue indicated. Your
answer should be focused. The formula for
Simpson’s diversity index will be supplied and
does not need to be memorized
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10.Describe
• Give a detailed answer:
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Describe how the diversity of an
ecosystem (3)
• Might be expected to change throughout ecological
succession. Diversity at initial stage is low;
• Species diversity increases with colonisation through
pioneer
stages and later stages of succession;
• As plants grow, habitat diversity increases;
As habitat diversity increases, species diversity
increases;
Sample Question
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(a)Describe the major characteristics of a
eutrophic lake. (3)
• Normally shallow;
Low water visibility (generally murky
brown or green);high net primary
productivity;
•
High levels of nutrients; dense vegetation on
lakes shores/by lake shores;
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• Be guided by the number of marks assigned to
the question.
• More marks require a more detailed
description; in this example, 2 marks were
available for the description of the Gaia
concept and 2 marks for linking the Gaia
concept to pollution.
• There is no need to give reasons unless this is
also indicated in the question.
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11.Calculate
• Obtain a numerical answer
showing the relevant stages of
working.
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Figure 3 shows the species composition of two areas of forest. There are 100 trees
in each area of forest. The Simpson’s diversity index for Ecosystem A is 1.38.
Calculate simpson’s diversity index for Ecosystem B. [2 marks]
100!99 / 4900 ;
2.02 ;
Sample Question
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• You should include all the steps involved in
calculating the answer inclusive of any
required formula and substitution of values.
• The final response should be made clear
and have appropriate units.
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12.Distinguish
• Make clear the differences between
two or more concepts or items
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Distinguish between the terms ecological footprint and carrying
capacity of a human population. (2 marks)
• Carrying capacity is the maximum
population/number of humans/“load” that can
• Be sustainably supported by a given
environment/area;
• Ecological footprint is the area (of land and
water) required to support a (defined)
• Human population (at a given standard of
living)
Sample Question
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• In this type of question it is essential that
you emphasize the differences between the
two concepts.
• It is not acceptable to just define the two
terms or give two separate descriptions.
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13.Estimate
• Obtain an approximate value.
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• Estimate the area covered by national parks
in Borneo.
• Use the scale on the map and you ruler to
work out an approximate value. You do not
need to spend a lot of time measuring round
curves.
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14.Identify
• Provide an answer from a number of
possibilities
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The graph below shows the pH and concentrations of lead (Pb) in the water of a lake for
selected years between 1970 and 2000.
(a) Identify the year in which
(i) the concentration of lead in the water was highest. ..........................................
(ii) the water was most acidic. ................................................................................
(1)
Both must be correct for [1].
(i) 1970
(ii) 1970
The graph below shows the pH and concentrations of lead (Pb) in
the water of a lake for selected years between 1970 and 2000.(1)
Sample Question
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• Only a very brief answer is needed
here. You just need to select the
correct item.
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15.Outline
• Give a brief account in points.
• Eg: Outline two special difficulties
found in the preservation of open-
ocean species
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Outline three characteristics that an area should have
if it is to be designated a nature reserve or similar
protected area. (3)
• Large enough area for a viable population of
top carnivores in one block of land/
• Water that is not spread out but compact in
shape minimise edge:
• Legislation/purchase of land to protect it
• Agreement of humans living in or around the
area minimise harmful edge effects
Sample Question
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• Your answer should consist of brief
statements – it is unlikely that there will be
many marks available.
• In these questions relationship means you
need to identify the link between the two.
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16.Suggest
• Propose a solution, hypothesis or other possible
answer.
• Eg: Suggest two ways in which the food
production of the two populations might differ.
• Suggest and evaluate a strategy that might reduce
the impact of pesticides in the environment.
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• The term “suggest” is used when
there are several possible answers
and you may have to give reasons
or a judgement.
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17.Estimate
• Use the scale on the map and you ruler to
work out an approximate value. You do not
need to spend a lot of time measuring round
curves.
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18.Distinguish
• Make clear the differences between
two or more concepts or items
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Distinguish between the terms ecological footprint
and carrying capacity of a human population.
[2 marks]
• Carrying capacity is the maximum
population/number of humans/“load” that can
be sustainably supported by a given
environment/area;
• Ecological footprint is the area (of land and
water) required to support a (defined) human
population (at a given standard of living);
carrying capacity and ecological footprint are
the inverse of each other
Sample Question
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• In this type of question it is essential
that you emphasize the differences
between the two concepts. It is not
acceptable to just define the two terms
or give two separate descriptions.
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Objectives 3, 4 and 5
■ Synthesize, analyse and evaluate research
questions, hypotheses, methods and scientific
explanations with regard to environmental issues
■ Using a holistic approach, make reasoned and
balanced judgements using appropriate economic,
historical, cultural, sociopolitical and scientific
sources.
■ Articulate and justify a personal viewpoint on
environmental issues with reasoned argument
while appreciating alternative viewpoints, including
the perceptions of different cultures.

19.Analyse
• Break down in order to bring out the
essential elements or structure
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Analyse the population structure shown in
the population pyramid.
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• From within the population pyramid,
determine the basic age and gender
demographics of the population and
highlight them within your response
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20.Comment.
• Give a judgment based on a given
statement or result of a calculation.
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The following graph shows the increase in total area of two
types of protected habitats in a region of Africa between 1910
and 1990. (3)
Sample Question
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(i) Comment two reasons why there might be a greater area of
grassland protected than rainforest. (3)
• There may be more grassland habitat in total in the
region;
commercial value of rainforests may be a disincentive
for
protecting them;
• Grasslands may be easier to police than forests (e.g.
against
poachers);
• Greater areas of forest may have already been
destroyed
before protection programmes began;
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• You should reach a conclusion whether
you think population growth is
outstripping food resources
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21.Compare and contrast
• Give an account of similarities and
differences between two (or more) items or
situations, referring to both (all) of them
throughout.
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Compare and contrast the role and activities of
intergovernmental and non-governmental organizations in
preserving ecosystems and biodiversity. [4 marks]
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• For both, you should describe and explain the
similarities (compare)
• describe and explain the differences (contrast)
• conclude by reviewing the relative total impact
of both in preserving ecosystems and
biodiversity.
• Creating a table for your “compare and
contrast” response may ensure that you
answer all components of the question
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22.Construct
• Display information in a diagrammatic
or logical form.
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• Construct a diagram to show how a
positive feedback process involving
methane may affect the rate of global
warming. [2 marks]
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• This may involve boxes and arrows of
could be flow diagram. It is very
important that your constructions is
clear.
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23.Deduce
• Reach a conclusion from the
information given
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• Deduce, giving a reason, whether the figure
below could represent the transfer of energy
in a terrestrial ecosystems. [1 mark]
Sample Question
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• Your answer must state why you
reached your conclusion. Your
answer must state the conclusion
reached.
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24.Derive
• Manipulate a mathematical
relationship to give a new equation
or relationship.
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• Using the crude birth rate and crude death
rate, derive the natural increase for the
selected populations.
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• Crude birth and death rates are given in
rates per thousand whereas natural
increase is given in rates per hundred (per
cent) so a conversion / manipulation of the
data must be conducted to derive the
answer. Watch the units that are used – be
careful to read them properly.
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• 25.Design
• Produce a plan, simulation or model.
• Design a conservation area for the
protection of a named species.
• Design a reserve using appropriate criteria
such as size, shape, edge effects, corridors
and proximity to other reserves
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26.Determine
• Obtain the only possible answer.
• Eg: Determine which species group has
the highest proportion of endangered
species, expressed as a percentage of the
number of native species.
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The table below shows the number of native
species in a European country which are
endangered or extinct.
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(i)Determine which species group has the highest proportion
of endangered species, expressed as a percentage of the
number of native species. (1)
Species group: .............................................................
%:......................................................................................
(ii) Determine which species group has the highest
proportion of extinct species, expressed as a percentage
of the number of native species (1)
Species group:
...................................................................................................
%:............................................................................................
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• (a)(i)Amphibians 16.7 %; (accept 16 to 17 %)
Both required for the mark.
• (ii)Freshwater fish 4.9 %; (accept 4 to 5 %)
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• You should have a precise figure –
remember to include the units.
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27.Discuss
• Offer a considered and balanced review that
includes a range of arguments, factors or
hypotheses.
• Opinions or conclusions should be presented
clearly and supported by appropriate evidence.
• Eg: Discuss the significance of two differences,
other than the number of people under the age of
15, between the two age/sex pyramids above.
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Discuss any possible sources of inaccuracy
in these data (3).
Lack of data from many areas;
Data predicted by models;
Need for long time to observe changes/need to observe changes over
prolonged period;
Birds are difficult to monitor because they are very mobile;
Difficulties in taxonomy/identification
Sample Question
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• The response should contain
evidenced commentary on a range
of inaccuracy from the data with a
valid evidence.
• You must make sure that you
consider both/all sides of the issues.
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28.Evaluate
• Make an appraisal by weighing up the
strengths and limitations.
• Eg: Evaluate the significance of the data in
this table for biodiversity.
• Describe and evaluate a method for the
estimation of the changes in plant biomass in
an ecosystem over a period of a year
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Evaluate the use of Nuclear energy as an non
renewable source of energy (3)
• Advantage
• Cheap electricity
• No release of
carbon dioxide
• Disadvantage
• Possibility of
radioactivity release [1];
expensive
to build nuclear power
stations [1]; danger of
acquisition of nuclear
material by terrorist
groups [1]; problems of
waste disposal [1];
expense of eventual
decommissioning [1]
Sample Question
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• The response should mention both the
advantages and disadvantages of the two
energy sources and arrive at a conclusion
that address both viewpoints but favours
one more than the other.
• You must name the sources being
discussed.
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29.Explain
• Give a detailed account including reasons or
causes.
• Eg; Give an explanation for your answer
• Explain the term biodiversity.
• Is the spraying of pesticides on a field an example
of point or non-point source pollution?
Explain your answer.
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(a)Explain why the rainfall in some parts of
the world is unnaturally acidic. (2)
Combustion of fossil fuel; adds sulfur dioxide and
nitrogen dioxide to atmosphere; these become dilute
sulfuric and nitric acid on reaction with
water in atmosphere; pollutants may be carried by
prevailing wind some distance;
Example: pollutants from northern England, Scotland
and
Germany cause acid rain in Scandinavia;
Sample Question
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• Assume that you will need to briefly
describe before you explain, unless that
was required in the preceding part of the
question.
• Your response should have an
appropriate level of detail that would go
beyond more than just a few words.
Clearly indicate the example within your
response. Guru
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30.Justify
• Give valid reasons or evidence to support an
answer or conclusion.
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• Justify why most ecosystems are
negative feedback systems.
• Most ecosystems contain inbuilt
checks and balances;
• Without internal balance an
ecosystem would spiral out of
control;
• Without negative feedback no
ecosystem could be self-sustaining;
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• In determining the approximate number of
pieces of evidence required within your
response look to the point value assigned to the
question.
• Be specific.
• You will need to describe link between negative
feedback and ecosystem.
• You must give a balanced discussion –
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31.Predict
• Given an expected result
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• Predict the effect on nutrient
cycling of increased precipitation
over many years in a region that is
currently a steppe. [3 marks]
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• There are 3 marks available so you should
refer to stores in the biomass, litter and soil,
as well as the flows between them and the
inputs and outputs to the system.
• When you are asked to make a prediction,
you will be provided with information to
assist you – be sure to use it.
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4 THINGS YOU SHOULD DO
BEFORE YOU START THE ESS
ESSAY QUESTION

1.Understand the question
2.Get the ideas out
3.Get the ideas into order
4.Get the ideas down
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1.Understand the question
• Read the question and underline the key words;
ensure that you understand their meaning in the
context of the question.
SAMPLE:
• In the context of human population growth, define
the terms carrying capacity and ecological
footprint. Suggest how the ecological footprints
might differ between an economically more
developed country and an economically less
developed country. (9)
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Planning
• In this question by underlining the
words like carrying capacity &
ecological footprint will make the
student to understand the question
better and to focus the question to give
the specific answers.
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2.Get the ideas out
• Brainstorm your ideas in rough using some
free flow method such as a mind map.
• Sample:
• In the context of human population growth,
define the terms carrying capacity and
ecological footprint. Suggest how the
ecological footprints might differ between
an economically more developed country
and an economically less developed
country.
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Planning
• Now the students need to brainstorm the
answer how to present like in the following
ways:
• What is ecological foot print?—2 points
• What is carting capacity----2 points
• How EF differ in LEDC & MEDC----11 points
• Like this student need to map the particular
answer before to start
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3.Get the ideas into order
• Identify the key ideas in your brainstorm; put
them into order of relevance. Plan the essay in
bullet point or essay format
• Re-read the question and look at the mark
scheme. Are you planning the right essay?
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Planning
• Now the students need to plan the whole
essay with technical terms and also which
points need to put first and second.
• By reading the marks students should know
the number of points or para they are going
to present.
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4.Get the ideas down
• Start writing the essay.
• Pay attention to paragraph structures
and avoid repetition of ideas.
• Check with your plan as you write.
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RECAP
• 1.Understand the question
• 2.Get the ideas out
• 3.Get the ideas into order
• 4.Get the ideas down
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GURU IB ESS ESSAY QUESTION 117

Your essay should have four parts.
1.Introduction
2.Body
3.Sentence Structure.
4.Conclusion

1.Introduction
Guru IB ESS Essay
Question
119

Introduction
• Starting essay question with good
Introduction will impress the examiner.
• Ensure that you understand their meaning
in the context of the essay question.
• Underline the key parts of the question in
the Introduction.
• An essay plan can be quickly scribbled in a
margin, or the first page of an exam book
that isn’t marked. Guru
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• The plan is very important and you must take
enough time to do a very comprehensive outline
of what you plan to write.
• In the Introduction you can define some terms or
concepts by giving the definition of particular
term.
• In the introduction define the essay and give
introduction of each essay question.
• The introduction should attract the reader’s
attention and show the focus of your essay.Guru
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• The answer required is very specific
and reading each question carefully is
of utmost importance.
• Give introduction to all the 3 parts of
the essay questions especially the
question which has 9 marks.
• Selection of your essay question is
important in the paper 2Guru
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Sample Introduction-Good Answer
• Compare, and give reasons for, the differences in
net primary productivity between any two
biomes.
Introduction : Net productivity is the gain in
energy or biomass per unit area per unit
time remaining after the respiratory losses
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Bad Sample
• Introduction :
Net productivity is the gain in energy.
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2.Body
Guru IB ESS Essay
Question
125

• In order to write a successful essay, you
must organize your thoughts for the essay.
• The body of your essay argues, explains or
describes your topic.
• Prepare an outline or diagram of your
ideas before you start.
• Use either an outline or a diagram to jot
down your ideas and organize them
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• By taking what’s already in your head and putting
it to paper, you are able to see connections and
links between ideas more clearly.
• In the body of the essay deal with structured
argument to support any opinions you want to
give.
• Effectively linked to the context of the question.
Link your answer to the question.
• Always use well-explained examples in your
answers
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• Try to give both sides to any argument (advantages
&Disadvantages/Positive & Negative), explaining why
yours is the right opinion.
• Good essays will give the opposing point of view and
then explain why it is wrong, replacing it with the
opinion of the essay writer.
• Give detailed evidence and examples of facts, figures
and places where possible. Avoid repetition of ideas
and definitions.
• Gather facts and put them under headings they
belong.
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• Well-balanced and insightful analysis in
your answer.
• Give evidence/arguments and that
include some critical reflection in your
answer.
• In the body PLAN your timing. For one
essay the maximum you can give 35
minutes
• Avoid weak expressions (Maybe…, It
could be true… etc.) and indecision even
if you are not sure. Guru
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Sample
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Sample Introduction-Good Answer
• Compare, and give reasons for, the differences
in net primary productivity between any two
biomes.
Introduction : Net productivity is the gain in
energy or biomass per unit area per unit time
remaining after the respiratory losses
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Good Body of the Paragraph:
• Comparing tropical rainforest with desert
Tropical rainforest has much higher
productivity than desert;
• Year-round growing season in tropical
rainforest;
• Desert – low precipitation, Tropical rainforest
– high precipitation;
• Periodicity/unevenness of rainfall; Resulting in
lower photosynthesis in desert;
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Bad Sample
Introduction :
Net productivity is the gain in energy.
Body of the Paragraph
• Tropical rainforest has much higher than
desert;
• Year-round growing season
• Low precipitation & high precipitation;
• Resulting in lower photosynthesis in
desert
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3.Sentence Structure
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Question
134

• In order to write a successful essay, you must
organize your thoughts for the good sentence
structure.
• Poor sentence structure gives a bad impression to
the examiner, at least subconsciously; he or she
will then mark you down.
• Make sure that you start sentences with a capital
letter and your sentence is a completed with a full
stop. Avoid using “and” more than once in any
sentence.
• Express your idea in the form of subheadingGuru
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• Appropriate use of ESS terminology in your
answer is important.
• A good vocabulary will allow you to express
exactly what you mean, as clearly and concisely
as possible.
• Breaking down an essay into different sections is
what allows it to flow in a logical manner and
that will be easy for the IB examiner to read.
• Read the marking criteria 3. Identify the event or
experience on which you will reflect.Guru
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• Re-read the question and look at the
mark scheme. For 5 marks need to give
minimum 7 points and for 9 marks
need at least 16 points
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4.Conclusion
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Question
138

• If an essay is a question, have you expressed
your answer? .
• Give your opinion clearly and strongly and
express it as your opinion.
• You should introduce no new materials or
ideas in this stage.
• The conclusion brings closure of the topic and
sums up your overall ideas while providing a
final perspective on your topic.
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• Starting with closing sentence e.g., In
Conclusion.
• Simply review your main points and
provide reinforcement of your thesis.
• Your conclusion should consist of three to
five strong sentences for 9 marks
question and two to three sentence for
other essay questions.
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5.Finally
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Question
141

• Be careful with the use of pronouns such as “it” or
“they”.
• Will the reader know what you are referring to?
• Avoid using words when you are unsure of the
meaning.
• Check the order of your paragraphs. Your
strongest points should be the first and last
paragraphs within the body, with the others
falling in the middle.
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• Also, make sure that your paragraph
order makes sense.
• If your essay is describing a process, such
as how to make a great chocolate cake,
make sure that your paragraphs fall in the
correct order.
• Allow 10 minutes in the last to check your
answer and paragraph structure.
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BURGER CONCEPT
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Sample Essay Question
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• (a) With reference to a named ecosystem you have
studied, explain how it has been or is being degraded by
“human activities”. (5)
•
• (b) Outline the relative importance of tropical
rainforests in contributing to global biodiversity, and
explain why they have developed such high rates of
biodiversity (6)
•
• (c) Deﬁne the term biome; Explain the distribution,
structure, and relative productivity of tropical
rainforests, deserts, tundra. (9)
(Total 20 marks)
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• (a) With reference to a named
ecosystem you have studied,
explain how it has been or is being
degraded by “human activities”. (5)
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• Named Ecosystem :Great Barrier Reef off the coast
of Queensland, Australia;
• Introduction: The Great Barrier Reef is the world's
largest coral reef system composed of over 2,900
individual reefs and 900 islands stretching for over
2,300 kilometres.
• Human activities such as tourism, coral very fragile and
easily damaged by divers’ fins or touching coral; or
breaking bits off for souvenirs;
• Overfishing can disrupt the balance of species in the
food chain;
• Inadvertent damage from anchors and pollution from
boats;
• Runoff of fertilizers from sugar plantations on the
coast;
• Sewage and pollution from coastal settlements (such as
Cairns)can lead to excessive nutrients and algal blooms;Guru
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• Conclusion: About 25 percent of the global
reef systems have been destroyed by human
activities and it is still greatly impacted by
the human environment
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• (b) Outline the relative importance of
tropical rainforests in contributing to global
biodiversity, and explain why they have
developed such high rates of biodiversity (6)
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Introduction :
• The tropical rainforest biome is an
ecosystem that covers about 7% of the
Earth's surface.
• They are found all over the world but the
majority of the tropical rainforest lies in
South America in Brazil. The weather in
the tropical rainforest is rainy yet pleasant
all year round, day or night.
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Body :Tropical Rainforest:
• Tropical rainforests contain a large
proportion of the world’s species;
• High in species diversity because they are
ancient ecosystems – diversity has had a
chance to build up over millions of years;
• Ideal growing conditions – hot and wet all
year round; so wide diversity of plants
which support rest of the food chain;
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1.THEY PROVIDE A HABITAT FOR PLANTS
AND ANIMALS:
• Tropical rainforests took between 60 and
100 million years to evolve and are believed
to be the oldest and most complex land-
based ecosystem on earth, containing over
30 million species of plants and animals.
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• 3.THEY HELP TO PREVENT SOIL
EROSION:
• Surprisingly, soil in the rainforest is very
poor in nutrients.
• This is because the nutrients are stored in
the vast numbers of trees and plants rather
than in the soil. Tree roots bind the soil
together, while the canopy protects the soil
from heavy rains.
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4.THEY PROVIDE A HOME FOR INDIGENOUS
PEOPLE:
• Many indigenous people have been living in
harmony with the rainforest for thousands
of years, depending on it for their food,
shelter and medicines.
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5.RAINFOREST PHARMACY:
• It may surprise you to know that more than
25% of our modern medicines originate
from tropical forest plants. Even so, we have
only learned how to use 1% of these
amazing plants, so imagine the possibilities
if we could experiment with the other 99%!
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• Conclusion:
• Preserving tropical rainforests involves
more than just deciding not to cut trees.
Social, political and economic factors all
need to be taken into consideration
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• (c)Deﬁne the term biome; Explain the
distribution, structure, and relative
productivity of tropical rainforests,
deserts, tundra. (9)
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INTRODUCTION:
• Biome:
• Biome can be deﬁned as a collection of
ecosystems sharing similar climatic
conditions.
• Examples of biomes include tundra, tropical
rainforest, and desert. Biome distribution
depends on levels of sunlight, temperature,
and rainfall
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Tropical rainforest Biome:
Distribution
• Tropical rainforests are found in areas with high levels of rainfall and
sunlight, with warm temperatures throughout the year.
• Rainfall is on average over 2500 mm yr−1. Tropical rainforests are
found between the tropics of Cancer and Capricorn.
Structure:
• Tropical rainforests have a complex structure with a number of
layers from ground level to canopy.
• They can have trees up to 50 m in height and lower layers of shrubs
and vines. The thick canopy means that only 1 per cent of sunlight
may reach the ﬂoor, which means the shrub layer is often sparse.
Productivity:
• Productivity in tropical rainforests is very high.
• This is because of the high levels of rainfall and sunlight, and year-
round warm
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Desert Biome :
• Distribution:
• Desert is found in areas of very low rainfall, strong sunlight, and
temperatures that vary from very hot in the daytime and cold at
night.
• Rainfall is under 250 mm yr−1.
• SENTENCE STRUCCTURE
Structure:
• Vegetation is scarce and there are no tall trees.
• Many of the plants, such as cacti, are adapted to dry or desert
conditions. The soil has low water-holding capacity and low
fertility.
Productivity:
• Productivity in deserts is very low due to lack of water and hot
daytime conditions.
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Fig 2-Above Graph shows the Productivity of different biomes where desert has
lowest one
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Tundra
Distribution
• Tundra is found in areas with low temperatures throughout most of
the year. Other conditions in tundra are low rainfall, seasonal
sunlight, and short day length. They are found in high latitudes next
to areas of ice
• Structure
• Tundra has a simple structure. The vegetation of tundra is low scrub
and grasses. Vegetation forms a single layer and there are no tall
trees.
• SENTENCE STRUCCTURE
•
Productivity
• Productivity in tundra is low. This is because tundra has frozen
permafrost and soil that limits productivity.
• Low temperatures and low rainfall, with much waterpresent as ice,
also limits productivity. Short day length year-round also leads to
low productivity, although productivity can be higher for short
periods in the summer.
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Conclusion
• The lower and less dense canopy than found in
rainforest means that more light reaches the
forest ﬂoor, leading to the growth of a rich shrub
layer (for example brambles, bracken and
ferns).
• The productivity of temperate forest is
moderate: lower than rainforest, but higher
than desert and tundra. Medium productivity is
due to varying temperatures and light intensity,
which vary with the seasons
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SOURCE -OCC
20. Recommendations from the
Examiner for Writing the essay
Questions
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1.Ensure an actual study of an existing ecosystem.
Local level case studies should be used wherever
possible to reinforce and illustrate concepts.
2.Encourage candidates to go for precision in their
answers rather than vague statements. Exemplar
material could be used to illustrate this.
3.Advise candidates to break answers into sections
rather than write as continuous prose.
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4.Candidates should be instructed to leave at least
a line between part questions for clarity.
5.It may be helpful to encourage candidates to
move away from pictorial flow diagrams to simple
boxes and arrows.
6.Encourage candidates to draw diagrams when
appropriate.
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7. Candidates should be taught to read the
questions carefully before answering, and to
frame their answers with an eye to the mark
scheme.
8. Evaluation requires both sides of an argument
to be explored.
9. Encourage students to break up their answers
into the relevant sub sections to make it easier
for the examiner to identify which part of the
question they are answering.
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10.Candidates should be encouraged to write
within the space provided within the exam paper.
11.Encourage candidates to use and apply their
own case studies to questions, and not to use the
resource booklet case study to answer Section B
questions.
12. Purely descriptive responses will not score
highly. The command terms are more likely to
involve discussion or evaluation in order for
candidates to demonstrate their analytical skills.
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13.Encourage candidates to make annotated
diagrams large and clear if they are using
them.
14. Encourage candidates to give clear, diverse
and discreet marking points, rather than a
single vague, limited, and repetitive discourse.
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15.Encourage candidates to break up their
answers into the relevant sub sections to make
it easier for the examiner to identify which part
of the question they are answering. The
answers are not expected to be one long essay.
16.Reinforce the importance of learning key
definitions and terminology.
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17.Practice in developing balanced arguments,
and writing valid conclusions derived from the
argument …as opposed to isolated, unjustified
statements of opinion.
18. Practice the links between the topics, the
course is designed to be holistic.
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19.Instruct candidates to break up their
answers into the relevant sub sections to make
it easier for the examiner to identify which part
of the question they are answering. The
answers are not expected to be one long essay.
20. Please encourage candidates to print
specific examples as these are often hard to
interpret when the handwriting is bad.
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