IB ESS HL 3.2 Human Impacts on Biodiversity Question Bank

[Maximum number: 2]

Figure:Photographs showing examples of species found in Brazil

Golden lion tamarin (Leontopithecus rosalia) IUCN Red List status - endangered

Brazilian merganser (Mergus octosetaceus) IUCN Red List status - Critically endangered

Giant metallic ceiba borer (Euchroma gigantea) IUCN Red List status - none, has not yet been assessed by the IUCN

Figure:Deforestation in the Atlantic Rainforest and the Cerrado

Figure:Photographs showing examples of species found in Brazil

Parana pine: critically endangered. Golden lion tamarin: endangered. Broad-snouted caiman: least concern. Pau brasil: endangered. Brazilian merganser: critically endangered. Giant metallic ceiba borer: not yet assessed by the IUCN.

With reference to the species listed in Figure 4, identify two factors that may have contributed to their status given on the IUCN Red List.

[Maximum number: 9]

The introduction of a species into an ecosystem could be considered a form of pollution. Discuss this statement.

Answers may demonstrate:
- understanding concepts terminology: definition of pollution;
chemical/thermal/biotic pollution;
anthropogenic;
toxicity;
environmental impacts;
alien/invasive/native species;
competition;
competitive exclusion;
predation;
disease;
disruption;
biodiversity;
genetic diversity;
pest control;
steady state equilibrium;
resilience;
adaptability;
habitat degradation,
- breadth in addressing and linking a range of advantageous and disadvantageous aspects of various introduced species with characteristic features of environmental pollution
- examples of a number of introduced species and a range of their characteristic negative and positive impacts on the equilibrium of ecosystems.
- balanced analysis evaluating the extent to which introduced species may, or may not, validly be identified as a form of pollution, acknowledging both similarities and differences from other forms of pollution, and advantages and disadvantages to natural ecosystems.
- a conclusion that is consistent with, and supported by, analysis and examples given e.g. While it is important to recognise that alien species may have potential benefits on ecosystems and human societies, a number of factors indicate that alien species being classified as pollutants as they are anthropogenic in origin and have detrimental effects on the equilibrium of native ecosystems and biodiversity.

The following guide for using the markbands suggests certain features that may be offered in responses. The five headings coincide with the criteria 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 mark band and the specific mark within that band.

Section B, part (c) markbands
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.

[Maximum number: 1]

Figure 2(c): Conservation status of indigenous species groups in New Zealand

Figure:Conservation status of indigenous species groups in New Zealand

With reference to Figure 2(c), identify the group of species most 'at risk of becoming threatened'.

IB ESS HL 3.2 Human Impact on Biodiversity Questions

Exam points

Covered syllabus points

Covered syllabus points

Question 1

Question 2

Question 3