IB ESS SL 3 Biodiversity and Conservation Questions

Practise IB ESS SL Topic 3 Biodiversity through questions on species diversity, conservation and human impacts.

Exam points

Explain biodiversity, evolution and the ecological processes that generate and maintain biological diversity.
Analyse human impacts on biodiversity and evaluate conservation, regeneration and management strategies using ecological evidence.

Covered syllabus points

3.1 Biodiversity and evolution 3.2 Human impact on biodiversity 3.3 Conservation and regeneration

[Maximum number: 9]

Figure 1(a): Extinction risk levels of species in global biodiversity by category

Figure:Extinction risk levels of species in global biodiversity by category

Figure 1(b): Changing species extinction risk by category 1980–2015

Figure:Changing species extinction risk by category 1980–2015

(a)

State the category with the highest percentage of vulnerable species in Figure 1(a).

[ 1 ]

(b)

Outline two reasons why Amphibians have the highest percentage of critically endangered species in Figure 1(a).

[ 2 ]

(c)

Using Figure 1(a), state the approximate percentage of threatened crustaceans.

[ 1 ]

(d)

Describe one reason for the lack of available data for crustaceans.

[ 1 ]

(e)

Outline three reasons why the trend for corals is different to the other categories shown in Figure 1(b).

[ 3 ]

(f)

Figures 1(a) and 1(b) are based on records for species diversity. Identify one other factor that may be measured to assess the diversity of life on Earth.

[ 1 ]

[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: 5]

(a)

Figure:Condor cape and Chumash traditional dance

Figure:Tourists watching condors on the Californian coast

Tejon Ranch is a 1000 km² home for California condors and an important biodiversity hotspot.
In 2008 the company agreed with environmental NGOs to preserve 90% of the property, including condor feeding grounds, while development could occur on the remaining 10%.

Figure:Fact file on the California condor

- Figure: Fact file on the California condor: California condors are scavengers and eat large amounts of carrion.
- They are among the world's rarest birds; 2012 counts estimated 405 total, including 226 wild and 179 captive.
- They are critically endangered and may travel up to 250 km in search of carrion.
- They mature and reproduce slowly, breeding at 6-8 years old and laying only one egg every two years.
- They are significant to many Californian Native American groups and traditional myths.

Figure:Chumash cultural relationship with condors

- Figure: Chumash cultural relationship with condors: Chumash people historically lived in central and southern coastal California; their descendants still live there.
- Old cave paintings show people wearing condor feathers for ceremonies and dances.
- Condors were once sacrificed during rituals; a legend says if the condor becomes extinct, so too will the Chumash.

Identify two arguments for the conservation of California condors.

[ 2 ]

(b)

Table for roles in the conservation of California condors

Figure:Northwest Condor Watch Facebook page

Northwest Condor Watch is a communication space that links communities caring about returning condors to their northern home range.

Figure:Ridley-Tree Condor Preservation Act

- Figure: Ridley-Tree Condor Preservation Act: the Ridley-Tree Condor Preservation Act made it illegal in 2008 to use lead bullets for hunting deer, bear and elk in designated California condor range.
- The act applies only in California; neighbouring states still allow lead bullets for game hunting.
- Organisations such as the National Rifle Association oppose the lead bullet ban.

Figure:California condor captive breeding programme

- Figure: California condor captive breeding programme: removing eggs can make the mother lay another, increasing the total number of eggs, but some chicks then need hand rearing.
- Chicks are fed with condor-like glove puppets to prevent attachment to humans.
- Captive-bred condors have been trained to avoid power lines and people, reducing deaths due to power lines.
- The programme costs about $\mathrm{US}\$5$ million per year, roughly $\mathrm{US}\$13{,}000$ per bird.
- The aim is three populations: wild California, wild Arizona and captive, each with 150 birds and at least 15 breeding pairs.

With reference to the resource booklet, complete the table by identifying one way in which each of the following are playing a role in the conservation of California condors.

[ 3 ]

Individuals or organizations	How they are playing a role in the conservation of Californian condors.
Individual citizens	paying for National conservation programmes through taxes/joining NGOs;
The Government of the state of California	passing legislation on lead bullets/enforcing conservation policy;
NGO	NGOs lobbying government/raising awareness/running ecotourism initiatives;

[Maximum number: 11]

(a)

Outline the mechanisms by which a terrestrial species may have evolved from an aquatic ancestor.

[ 4 ]

(b)

Explain the ways in which species diversity and an abundance of plant and herbivore species will increase the resilience of an ecosystem.

[ 7 ]

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Covered syllabus points

Question 1

Question (a)

Question (b)

Question (c)

Question (d)

Question (e)

Question (f)

Question 2

Question 3

Question (a)

Question (b)

Question 4

Question (a)

Question (b)