IB ESS HL 6.3 Climate Change Mitigation and Adaptation Questions

Practise IB ESS HL 6.3 by distinguishing emissions cuts from climate adaptation, then judging how energy choices, policy and social capacity shape responses.

Exam points

Distinguish mitigation from adaptation by whether a strategy cuts emissions or reduces climate impacts.
Evaluate biofuel, reforestation and renewable-energy choices against carbon savings, land use and trade-offs.
Use country emissions and energy data to judge whether mitigation plans balance pledges with sector-level cuts.
Compare adaptation for two societies using flood defences, water access, resilient crops or building measures.
Evaluate UN climate agreements through cooperation, participation, implementation and policy limits.
Explain how finance, national priorities and climate beliefs shape countries’ capacity to act.
Assess emissions trading by weighing incentives against cheap credits, weak caps and business costs.

Covered syllabus points

6.3.1—Global action required 6.3.2—Decarbonization 6.3.3—Mitigation strategies 6.3.4—Adaptation strategies 6.3.5—Adaptation plans 6.3.6 (HL)—Response types 6.3.7 (HL)—UN role 6.3.8 (HL)—IPCC emissions scenarios 6.3.9 (HL)—Technology development 6.3.10 (HL)—Climate action barriers 6.3.11 (HL)—Geoengineering 6.3.12 (HL)—Stakeholders and climate perspectives 6.3.13 (HL)—Variation in climate perspectives 6.3.14 (HL)—Climate tragedy of the commons

[Maximum number: 3]

Figure 6: Planned changes in energy supply in Cape Town, 2025-2050

Figure:Planned changes in energy supply in Cape Town, 2025-2050

Evaluate how the planned changes in the energy supply, shown in Figure 6, are likely to influence carbon emissions in Cape Town.

[Maximum number: 6]

Figure:CO₂ emissions for selected countries in 2007 and projected for 2030

There are concerns that increased carbon dioxide ( $\mathrm{CO}_{2}$ ) emissions are leading to changes in the global climate.

(a)

Identify one reduction strategy that the United States might use to achieve its projected change in $\mathrm{CO}_{2}$ emissions.

[ 1 ]

reduction of energy consumption/CO2 production through laws/taxes/education;
use of alternatives to fossil fuels;
$\mathrm{CO}_{2}$ removal through CCS;
afforestation / reducing rates of deforestation;

Accept any other reasonable suggestions, but they must be explicitly linked to reduction in C emissions ie not simply "improve public transport" or "recycling".

(b)

Identify one adaptation strategy that could be used to reduce the impacts of climate change.

[ 1 ]

(c)

Explain how the ability to implement mitigation and adaptation strategies may vary from one country to another.

[ 4 ]

[Maximum number: 2]

Figure 5(a): The Canterbury region on the South Island, New Zealand

Figure:The Canterbury region on the South Island, New Zealand

Figure 5(c): Agriculture on the Canterbury Plains

Figure:Agriculture on the Canterbury Plains

Figure 5(d): Cattle numbers, the Canterbury region, New Zealand, 1990-2019

Figure:Cattle numbers, the Canterbury region, New Zealand, 1990-2019

Suggest two ways in which agriculture in the Canterbury Plains could be adapted to deal with the impacts of climate change.

[Maximum number: 1]

Figure:CO₂ emissions for selected countries in 2007 and projected for 2030

There are concerns that increased carbon dioxide ( $\mathrm{CO}_{2}$ ) emissions are leading to changes in the global climate.

Identify one reduction strategy that the United States might use to achieve its projected change in $\mathrm{CO}_{2}$ emissions.

Accept any other reasonable suggestions, but they must be explicitly linked to reduction in C emissions ie not simply "improve public transport" or "recycling".

[Maximum number: 3]

Figure 7(a): Carbon dioxide equivalent emissions by sector in New Zealand, 1990-2019

Figure:Carbon dioxide equivalent emissions by sector in New Zealand, 1990-2019

Figure:Fact file on New Zealand’s response to climate change

Figure 7(b): Fact file on New Zealand’s response to climate change
New Zealand pledged to cut greenhouse gas emissions by 30% below 2005 levels by 2030 and aims to reach net zero carbon emissions by 2050. Methods include increasing renewable energy use, producing all electricity from renewables, improving energy efficiency, using an emissions trading scheme (ETS), setting emission reduction goals, limiting total allowable emissions and reducing them periodically. Emitters pay per unit of carbon emission; carbon emissions are traded in units; net carbon absorption, such as forestry, can gain credits that can be sold to emitters.

(a)

Suggest two ways in which the use of renewable energy sources could be encouraged within New Zealand.

[ 2 ]

(b)

Outline one possible disadvantage of New Zealand adopting the emission trading scheme (ETS).

[ 1 ]

[Maximum number: 9]

To what extent have international agreements been successful in solving atmospheric air pollution and climate change?

• understanding concepts and terminology of international agreements (Montreal Protocol, Kyoto Protocol/Paris Agreement/UNCED/UNFCCC, Convention on LRTRAP, UNEP, UNECE, Agenda 21) in different environmental issues; climate change; air pollution; acid deposition; ozone depletion; solid domestic waste; resource depletion; population growth; energy choices;
• breadth in addressing and linking a wide range of international agreements with various solutions (laws/regulations/strategies/actions/projects) to issues of different forms of atmospheric pollution and climate change
• examples of international agreements; solutions to the problems requiring international agreements;
• balanced analysis discussing successful and less successful international agreements showing understanding of the factors involved in the amount of success;
• a conclusion that is consistent with, and supported by, analysis and examples given eg currently the Montreal Protocol is thought to be the most successful international piece of legislation tackling an environmental problem. The problem of ozone depletion was not challenged in the political sphere and there were solutions that industry could implement. It did not require any change to the way that people lived their lives. Climate change legislation, on the other hand has been politically controversial and despite all countries initially signing up to the Paris Accord in 2015, it is still struggling to be implemented as it requires system-wide changes to the way countries organise themselves;

Section B, part (c) markbands

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 p19)

[Maximum number: 4]

Figure:CO₂ emissions for selected countries in 2007 and projected for 2030

There are concerns that increased carbon dioxide ( $\mathrm{CO}_{2}$ ) emissions are leading to changes in the global climate.

Explain how the ability to implement mitigation and adaptation strategies may vary from one country to another.

[Maximum number: 4]

Figure:Predicted changes in agricultural productivity due to global warming, 2003–2080

Figure 5 shows the possible changes in agriculture productivity from 2003 to 2080 due to global warming.

Evaluate contrasting human perceptions of the issue of global warming.

All question bank results loaded

Covered syllabus points

Question 1

Question 2

Question (a)

Question (b)

Question (c)

Question 3

Question 4

Question 5

Question (a)

Question (b)

Question 6

Question 7

Question 8