SUMMER 2012 ASSIGNMENTS FOR YEAR 2 IB ENVIRONMENTAL SYSTEMS & SOCIETIES Exam May 2014 LIST OF ENV SYS SOC TOPICS TO STUDY AND PREPARE NOTES FOR

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1 SUMMER 2012 ASSIGNMENTS FOR YEAR 2 IB ENVIRONMENTAL SYSTEMS & SOCIETIES Exam May 2014 ASSIGNMENT #1: ESS syllabus notes preparation To do this assignment you will use: Davis (digital copy on moodle) YOU MAY BORROW THIS BOOK FROM THE SCHOOL BOOKSTORE OVER THE SUMMER! Prepare the answers to all the assessment statements of the following topics: LIST OF ENV SYS SOC TOPICS TO STUDY AND PREPARE NOTES FOR Topic 1: Systems and models 1.1 Concepts and characteristics of systems Topic 2: The ecosystem 2.1 Structure 2.2 Measuring abiotic components of the system 2.3 Measuring biotic components of the system 2.4 Biomes 2.6 Function 2.7 Changes 2.7 Measuring changes in the system Topic 7: Environmental value systems 7.1 Environmental value systems and philosophies Note: A pdf doc of the syllabus is on moodle. MAKE SURE YOU LOOK at the pdf for supporting information in teacher notes. Final product: Full syllabus notes of ESS Topics that you prepared by reading the textbook. This will count as first test grade for Quarter 1 senior year. Note: Second test grade will be a September Review Test on the topics that you covered in the summer. ASSIGNMENT #2: PRACTICE WORKSHEETS Complete all attached worksheets to help you learn the material of the Topics you made notes for. All worksheets are from PAST PAPERS, so will help you focus your study on exactly what is in the syllabus and realize what the exam questions are like. 1

2 WORKSHEET WITH PAST PAPER QUESTIONS FOR SUMMER ASSIGNMENT 2013 Note: For more information about the format of your IB exam papers in this course, please see the Syllabus Guide (uploaded on moodle) PAPER 1-LIKE QUESTIONS Paper 1 consists of several short-answer questions, which you answer in the spaces provided. Find below a sample of such questions and answer them all. 1. (a) Define the term feedback. Explain, with the help of an example, the term negative feedback in relation to an ecosystem. (3) (Total 4 marks) 1

3 2. The following is a schematic diagram of an ecotron. This is a walk-in chamber with computer controlled climatic conditions for studying small communities representative of natural ecosystems. airtight transparent ceiling lighting irrigation system plant, animal and decomposer communities air outlet sensors air pump Scale: 1m [Source: modified from NERC (a) State whether this is an open, closed or isolated system. Give one reason for your answer. Identify and explain two ways in which the inputs to the system would differ from the outputs while communities are growing within the ecotron. (4) (c) If a fall in temperature of the system is detected by the sensors, mechanisms will be automatically initiated to increase the temperature. State which kind of feedback this demonstrates. 2

4 (d) (i) Outline how the second law of thermodynamics can explain the pyramid shape associated with most food chains including that found in the ecotron. (ii) In this context, explain why food chains studied in the ecotron are generally limited to no more than three trophic levels. (Total 10 marks) 3. (a) Define the following terms. (i) Negative feedback (ii) Positive feedback Suggest why most ecosystems are negative feedback systems. 3

5 The diagram below represents a coal fired power station. smoke coal warm water [Source: Adapted from D D Kemp, Global Environment Issues, A Climatological Approach, (Taylor & Francis,1994) p. 7. Reproduced by permission of Cengage Learning] (c) Complete the diagram above by naming the missing input and the two missing outputs. (Total 5 marks) 4. (a) (i) State the first law of thermodynamics. 4

6 (ii) Calculate the amount of energy output in the model below. Input 1000 kj energy 10 % loss to atmosphere 15 % stored after loss to atmosphere OUTPUT =? The diagram below represents a simplified hydrological cycle. ATMOSPHERE GROUND 4. 5

7 (i) Identify the processes corresponding to the arrows labelled 1 to 4 in the diagram (ii) Suggest one weakness in the model above. 6

8 The graph below shows the estimated world water withdrawals from 1960 to Water withdrawals / 103 km 3 yr Year [J Loh, The Living Planet Report, [2002] WWF (panda.org). Some rights reserved.] (iii) Calculate the percentage increase in world water withdrawals from 1960 to (iv) Suggest three reasons for the increase in water withdrawals during the period 1960 to (3) (Total 11 marks) 7

9 6. The graph below shows net primary productivity (NPP) of eight major biomes. 2 1 Net primary productivity / g m yr Tropical rainforests Deciduous forests Tropical grasslands Coniferous forests Agricultural land Temperate grasslands Tundra Deserts Biomes [D Waugh, Geography An Integrated Approach, (Nelson Thornes Ltd., 2000) p Reproduced by permission of Nelson Thornes Ltd.] (a) (i) Compare, and give reasons for, the differences in net primary productivity between any two biomes named in the graph. (4) (ii) State two of the main factors which influence productivity. Explain, with the aid of a diagram, the transfers and transformations of energy as it flows through an ecosystem. (7) (c) Compare the structure and distribution of tropical rainforests and tundra. (4) Expression of ideas (3) (Total 20 marks) 8

10 7. The graph below shows the variation in insect biomass (measured in g m 2 dry weight) over the period of a year, in a shrubland ecosystem, on the west coast of South America. Note that the months along the horizontal axis commence in July, which is winter in the southern hemisphere Biomass / gm dry weight J A S O N D J F M A M J Months [Source: Cody et al, (1977), Convergent Evolution in the Consumer Organisms in the Mediterranean, Chile and California, Dowden, Hutchinson and Ross.] (a) Define the term biomass. Explain why the term dry weight is used. (c) Describe and explain the shape of the curve on the graph. 9 (3)

11 (d) Describe and evaluate a method for the estimation of the changes in plant biomass in an ecosystem over a period of a year. (4) (Total 9 marks) 10

12 8. (a) Define the term ecosystem. Define the term biome. 9. Figure 1 A B C D E F 11

13 (a) Construct a key in the space below to identify the six organisms in figure 1 above by their visible physical characteristics. In your key, refer to each organism by letter, you are not expected to name them. (4) State one method, other than a key, by which you might identify an organism that you do not recognize. (c) (i) Name an organism in an ecosystem that you have studied and state one abiotic factor that might affect this organism. Organism:... Factor:... 12

14 (ii) Outline how you would measure changes in the abiotic factor over time. (iii) Explain the ways in which a human activity might affect the organism selected in (c)(i). (3) (Total 11 marks) 13

15 10. (a) Describe and evaluate a method to estimate the abundance of elephants in an African national park. (4) Explain how you would compare the diversity of two different ecosystems. (5) (Total 9 marks) 14

16 13. (a) (i) Name and briefly describe an ecosystem you have studied. (ii) State two abiotic factors significant in the ecosystem. (iii) Outline and evaluate a method to measure one of the selected abiotic factors. (3) Name an organism found in the ecosystem specified above. Describe and evaluate a method for estimating its abundance. 15 (4)

17 Two areas of forest each contain 50 trees. The species composition of the two areas is as follows. Area A Area B Eucalyptus Casurina 8 25 (c) Simpson s diversity index can be calculated by applying the formula below, D = N( N 1) Σn( n 1) where: N = total number of organisms of all species, n = number of organisms of a particular species. (i) Calculate Simpson s diversity index for area B (showing your working). (ii) Simpson s diversity index for area A is Suggest a reason for the difference between the values for these two areas. (Total 12 marks) 16

18 16. The graph below represents changes in the size of populations of a pioneer species and a climax species during a process of succession. Period I Period II Period III Period IV Size of population Pioneer species Climax species Time (a) For the pioneer species during periods I and II and the climax species during periods III and IV, state whether positive or negative feedback mechanisms are most significantly affecting their population dynamics. Pioneer species, I... Climax species, III... Pioneer species, II... Climax species, IV... 17

19 Sketch on the axes below the shape of the survivorship curves you would expect for each of these species. Log of number of survivors Pioneer species Log of number of survivors Climax species % Lifespan % Lifespan (c) Compare the strategies these two species are likely to have in terms of specific growth rate, parental care and competitive advantage. (3) (Total 7 marks) 18

20 17. With the help of a diagram, state what is meant by the term food-chain (Total 2 marks) 19

21 19. (a) Distinguish between the terms predator and parasite. 80 parasites 10 herbivores 100 producers (i) State the name of the type of diagram shown above. (ii) Suggest why there are often more organisms at the third trophic level than at the second trophic level in a food chain containing parasites. (c) Explain why the energy available to the predators in a food chain is much less than that fixed by the producers. 20 (3) (Total 8 marks)

22 PAPER 2-LIKE QUESTIONS Paper 2 consists of 2 sections. Section A includes a Case Study, for which IB provides a Resource Booklet on the day of the Exam followed by Questions asked related to the Case study described in the booklet. We will practice this when you come back to school in September. Section B of Paper 2 consists of 4 longer response questions, of which you choose to answer 2. See examples of these questions below and practice answering them. 1. (a) Discuss how gross productivity, net productivity and diversity will change over time as a habitat goes through succession. Illustrate your answer with a named case study. (5) Explain the present distribution of desert and tundra and discuss the factors controlling their relative productivity. (6) (c) Outline the components of an Environmental Impact Assessment (EIA) and justify your personal viewpoint on the value of EIAs in the environmental decision making process. Refer to a specific EIA in your answer. (7) Expression of ideas (Total 20 marks) 2. (a) Describe the typical features of a climax community. (4) With reference to a named ecosystem describe the natural and human threats it faces and discuss the consequences for its future equilibrium. (10) (c) Explain, with the aid of an example, the role of feedback mechanisms in the regulation of ecosystem equilibrium. (4) Expression of ideas (Total 20 marks) 3....there is constant interchange of various kinds within each system, not only between the organisms but between the organic and inorganic. These ecosystems, as we may call them, are of... various kinds and sizes. Tansley (1935) (a) Compare the characteristics of ecosystems and social systems. Describe how populations of individual species interact within an ecosystem, using named examples to support your answer. (5) (6) (c) Explain the relationship between climate and net primary productivity in two contrasting biomes you have studied. (7) Expression of ideas (Total 20 marks) 21

23 RECOMMENDED TEXTBOOKS AND STUDY GUIDES FOR SL ENVIRONMENTAL SYSTEMS & SOCIETIES 1. Pearson Baccalaureate SL Environmental Systems and Societies by A. Davis and G. Nagle Pearson Education Ltd, 2010, 1 st Edition ISBN NOTE: AVAILABLE AT SCHOOL BOOKSTORE 2. Environmental Systems and Societies Course Companion by J. Rutherford Oxford University Press 2009, 1 st Edition ISBN IB Diploma Environmental Systems & Societies Standard Level OSC Revision Guide by A. Palmer OSC Publishing 2010, 1 st Edition ISBN