IB ESS HL 3.2.8 Hl Biodiversity Hotspots Questions
Evaluate biodiversity hotspots as priorities for limited conservation resources.
- Syllabus
- First assessment 2026
- Course
- ESS HL
- Level
- HL
Exam points
- explain why biodiversity hotspots combine high species richness or endemism with severe threat of habitat destruction
- link climate, topography, habitat diversity, isolation and ecological niches to high biodiversity in tropical and other hotspots
- evaluate why conservation need may be greater in some biomes by balancing biodiversity value, threat level and human pressures
IB ESS HL 3.2.8 Hl Biodiversity Hotspots Questions question 1
[Maximum number: 9]
To what extent is the need for conservation more significant in tropical biomes?
• understanding concepts and terminology of biodiversity; conservation strategies; tropical biomes; rainforests; swamps; coral reefs; hotspots; LEDCs & MEDCs; international v national conservation bodies; environmental value systems; productivity; carbon sinks; global warming; unsustainable exploitation; resources of tropical ecosystems; medicines; indigenous cultures; endangered species; Red List, etc;
• breadth in addressing and linking threats to biodiversity with different societies, ecosystems, conservation strategies; the global dependence upon and significance of tropical biomes compared with others; implications of economic development in tropical regions with challenges of conservation; different EVS perspectives on reasons for conservation, etc;
• examples of tropical biomes/ecosystems; their local societies; conservation efforts; reasons/needs for conservation, etc;
• balanced analysis evaluating the extent to which conservation efforts are of particular importance for tropical biomes along with relevant limitations and counterarguments, etc;
• a conclusion that is consistent with, and supported by, analysis and examples given eg "although the loss of any species may be considered of equal significance from an ecocentric point of view, the high productivity and biodiversity that characterize tropical biomes, along with the limited facility of local societies, which are often less developed, make tropical biomes a priority for international conservation efforts";
The following guide for using the markbands suggests certain features that may be offered in responses. The five headings coincide with the criteria given in each of the markbands (although "ESS terminology" has been conflated with "Understanding concepts"). This guide simply provides some possible inclusions and should not be seen as requisite or comprehensive. It outlines the kind of elements to look for when deciding on the appropriate markband and the specific mark within that band.
These are possible inclusions, not required points. Assess with the official Section B, part (c) markbands below.
| Marks | Level descriptor |
|---|---|
| 0 | The response does not reach a standard described by the descriptors below and is not relevant to the question. |
| 1–3 | The response contains: • minimal evidence of knowledge and understanding of ESS issues or concepts • fragmented knowledge statements poorly linked to the context of the question • some appropriate use of ESS terminology • no examples where required, or examples with insufficient explanation/relevance • superficial analysis that amounts to no more than a list of facts/ideas • judgments/conclusions that are vague or not supported by evidence/argument. |
| 4–6 | The response contains: • some evidence of sound knowledge and understanding of ESS issues and concepts • knowledge statements effectively linked to the context of the question • largely appropriate use of ESS terminology • some use of relevant examples where required, but with limited explanation • clear analysis that shows a degree of balance • some clear judgments/conclusions, supported by limited evidence/arguments. |
| 7–9 | The response contains: • substantial evidence of sound knowledge and understanding of ESS issues and concepts • a wide breadth of knowledge statements effectively linked with each other, and to the context of the question • consistently appropriate and precise use of ESS terminology • effective use of pertinent, well-explained examples, where required, showing some originality • thorough, well-balanced, insightful analysis • explicit judgments/conclusions that are well-supported by evidence/arguments and that include some critical reflection. |
Section B, part (c) markbands (official markscheme p18)
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