Name:__________________________________________________________________________________________________

International Baccalaureate Diploma Program

IBDP ESS
Environmental Systems & Societies

Topic 1
Foundations of
environmental systems and
Societies
1
 Command terms – your bffs
Objective/Level 1
Give the precise meaning of a
Define word, phrase, concept or physical
quantity.
Represent by means of a labelled,
accurate diagram or graph, using a
pencil. A ruler should be used for
straight lines. Diagrams should be
Draw
drawn to scale. Graphs should
have points correctly plotted and
joined in a straight line or smooth
curve.
Label Add labels to a diagram.
Give a sequence of brief answers
List
with no explanation.
Measure Obtain a value for a quantity.
Give a specific name, value or
State other brief answer without
explanation or calculation.
Objectives/Levels 3 and 4
Break down in order to bring out
Analyze the essential elements or
structure.
Give a judgment based on a given
Comment statement or result of a
calculation.
Give an account of similarities and
Compare & differences between two (or more)
Contrast items or situations, referring to
both (all) of them throughout.
Display information in a
Construct
diagrammatic or logical form.
Reach a conclusion from the
Deduce
information given.
Make clear by reasoning or
Demonstrate evidence, illustrating with examples
or practical application.
Objective/Level 2
Add brief notes to a diagram or
Annotate
graph.
Use an idea, equation, principle,
Apply theory or law in relation to a given
problem or issue.
Obtain a numerical answer showing
Calculate
the relevant stages of working.
Describe Give a detailed account.
Make clear the differences between
Distinguish
two or more concepts or items.
Estimate Obtain an approximate value.
Provide an answer from a number of
Identify
possibilities.
Use knowledge and understanding to
Interpret recognize trends and draw conclusions
from given information.
Outline Give a brief account or summary.
Offer a considered and balanced
review that includes a range of
arguments, factors or hypotheses.
Discuss
Opinions or conclusions should be
presented clearly and supported by
appropriate evidence.
Make an appraisal by weighing up
Evaluate
the strengths and limitations.
Give a detailed account, including
Explain
reasons or causes.
Consider an argument or concept in a
Examine way that uncovers the assumptions
and interrelationships of the issue.
Provide evidence to support or defend
Justify a choice, decision, strategy or course
of action.
Predict Give an expected result.
2

Manipulate a mathematical
Derive relationship to give a new equation
or relationship.
Design Produce a plan, simulation or model.
Determine Obtain the only possible answer.
Represent by means of a diagram or
graph (labelled as appropriate). The
Sketch sketch should give a general idea of
the required shape or relationship,
and should include relevant features.
Propose a solution, hypothesis or
Suggest
other possible answer.
Consider the merits or otherwise of
an argument or concept. Opinions
To what and conclusions should be presented
extent… clearly and supported with
appropriate evidence and sound
argument.

9-point question markbands

Marks Level Descriptor
The response does not reach a standard described by the descriptors below and is not relevant
0
to the question.
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
1-3 • Some appropriate use of ESS terminology
• No examples were 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
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
4-6 • 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
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
7-9
• 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

3
Topic 1 –
Foundations of
Environmental
Systems and
Societies
ESS Big Questions – before the Topic Exam
A. Which C. What value systems are at play in the causes and approaches to resolving the issues
strengths and addressed in this topic?
weaknesses of
the systems
approach and of
the use of
models have
been revealed
through this
topic?

D. How does E. How are the issues addressed in this topic relevant to sustainability or sustainable
your personal development?
value system
compare with
the others you
have
encountered in
the context of
issues raised in
this topic?

4
Topic 1.1 – Environmental Value Systems
Significant Ideas:
→ Historical events, among other influences, affect the development of environmental values systems and
environmental movements.
→ There is a wide spectrum of environmental value systems each with their own premises and implications.
Knowledge & Understandings: Use these notes to get comfy with ESS terminology and concepts while you read.
Development of the Environmental Movement (pg. 2)
Romans Bubonic Plague Soil Conservation

Environmental Managers think… Deep & Self-Reliance Ecologists think…

vs.

Who is involved in the environmental movement? (pg. 3)

Influential Individuals Independent Pressure Groups Governments

Corporate Businesses Intergovernmental Bodies

1.1.U1 –
Significant
historical
influences on
Environmental Movement Timeline (pg. 4)
the
Neolithic Modern
development Industrial Environmentalism
of the Agricultural Green Revolution Environmental
Revolution Today
environmental Revolution Movement
movement 10,000 years ago 1940s-1960s Present Day
have come
from
literature, the
media, major
environmental
disasters, Case Studies – Historical Influences on the Environmental Movement (pg. 4)
international Silent Spring Al Gore Minamata Bhopal Chernobyl Fukushima
agreements
and
technological
developments.

Major Landmarks in Environmentalism (pg. 7-8)

We will make a large timeline in class – until then define the following terms/acronyms.
NGOs Stewardship CITES IUCN

Gaia Hypothesis Montreal Protocol IPCC Kyoto Protocol

5
 The Spectrum of environmental value systems (pg. 10)
What is an EVS? What is intrinsic value?

1.1.U2 – An
EVS is a
worldview or
paradigm
that shapes
the way an What is your environmental worldview? (pg. 10)
individual, or
Statement 1=Strongly Agree; 3=Unsure; 5=Strongly Disagree
group of
people,
1. Humans are part of nature. 1 2 3 4 5
perceives and 2. Humans are to blame for all the world’s environmental problems. 1 2 3 4 5
evaluates 3. We depend on the environment for our resources (food, water, fuel). 1 2 3 4 5
environmental 4. Nomadic and indigenous peoples live in balance with their environment. 1 2 3 4 5
issues, 5. Traditional farming methods do not damage the environment. 1 2 3 4 5
influenced by 6. Nature will make good any damage that humans do to the Earth. 1 2 3 4 5
cultural,
7. Humans have every right to use all resources on the planet Earth. 1 2 3 4 5
religious,
economic and
8. Technology will solve our energy crisis. 1 2 3 4 5
sociopolitical 9. We have passed the tipping point on climate change and it cannot 1 2 3 4 5
contexts. stop.
10. Animals and plants have as much right to live on Earth as humans. 1 2 3 4 5
11. Looking at a beautiful view is not as important as economic progress. 1 2 3 4 5
12. Species have always become extinct so current extinction rates are ok. 1 2 3 4 5
DRAW and ANNOTATE a systems diagram of your EVS with inputs and outputs in the space
below. We will do this in CLASS – so save it for next class. 😊

1.1.U3 – An
EVS might be
considered as
a system in
the sense
that it may
be influenced
by education,
experience,
culture and
media
(inputs), and
involves a set
of interrelated
premises,
values and
arguments
that can
generate
consistent
decisions and
evaluations
(outputs).

6
 A classification of different environmental philosophies (pg. 11)
1.1.U4 – There
Ecocentric Technocentric Anthropocentric
is a spectrum
of EVSs, from
ecocentric _______________-centered _______________-centered _______________-centered
through
anthropocentric
to
technocentric
value systems.

This might be through the use of taxes, environmental regulation and legislation. Debate would
be encouraged to reach a consensual, pragmatic approach to solving environmental problems.
What is a
Cornucopian?
How would an anthropocentrist feel about the construction of a large hydroelectric dam in
1.1.U6 – An Patagonia? SUPPORT your answer with at least 5 bullet points.
anthropocentric •
viewpoint
argues that
humans must •
sustainably
manage the •
global system.

This is a consequence of largely optimistic view of the role humans can play in improving the lot of
humanity. Scientific research is encouraged in order to form policies and to understand how
systems can be controlled, manipulated or changed to solve resource depletion. A pro-growth
agenda is deemed necessary for society’s improvement.
What is an Environmental Manager? What is stewardship?

1.1.U7 – A
technocentric How would an technocentrist feel about the construction of a large hydroelectric dam in
viewpoint Patagonia? SUPPORT your answer with at least 5 bullet points.
argues that •
technological
developments
can provide
solutions to •
environmental
problems.

7
 It puts ecology and nature as central to humanity and emphasizes a less materialistic approach to life
with greater self-sufficiency of societies. An ecocentric viewpoint prioritizes biorights, emphasizes
the importance of education and encourages self-restraint in human behavior.
What is Biocentric? What is a Deep Ecologist?

1.1.U5 – An How would an ecocentrist feel about the construction of a large hydroelectric dam in Patagonia?
ecocentric SUPPORT your answer with at least 5 bullet points.
viewpoint •
integrates
social, spiritual
and
environmental •
dimensions into
a holistic ideal.
•

Consider a movement to ban plastic bags in Colorado Springs. Similar to the ban in other cities,
grocery stores would require shoppers to pay to buy a reusable bag at the store.
1.1.U8 – There
are extremes On the following continuum, mark an “X” that represents YOUR perspective on this issue:
at either end
of this
spectrum (for Deep Ecologist Cornucopian
example, deep
ecologists – EXPLAIN why you placed your X where you did.
ecocentric to
cornucopian –
technocentric),
but in
practice, EVSs
vary greatly
depending on
cultures and
time periods,
and they
rarely fit
simply or
perfectly into
any
classification.

8
 Various Envioronmental Worldviews (pg. 15)
Communism/Capitalism Native American Christian & Islamic
Buddhist Worldview
in Germany Worldview Worldview Worldview

DESCRIBE and EVALUATE how each of these pure EVSs would feel about the intrinsic value of
an old growth forest.
→ Ecocentric:

1.1.U9 –
Different
EVSs ascribe
different
intrinsic
value to
components
of the
biosphere.
→ Anthropocentric:

→ Technocentric:

9
Applications & Skills: Treat the following prompts as assessment questions on your IB Ess exam. Use terminology and
concepts from the notes above to respond to each of the prompts. Use the command terms & 9-point markbands.
1.1.A1 – DISCUSS the view that the environment can have its own intrinsic value.

1.1.A2 – JUSTIFY, using examples and evidence, how historical influences have shaped the development of the
modern environmental movement.

1.1.A3 – EVALUATE the implications of two contrasting EVSs in the context of given environmental issues.

10
Topic 1.2 – Systems and Models
Significant Ideas:
→ A systems approach can help in the study of complex environmental issues.
→ The use of systems and models simplifies interactions but may provide a more holistic view without
reducing issues to single processes.
Knowledge & Understandings: Use these notes to get comfy with ESS terminology and concepts while you read.
Why Systems? (pg. 17)
What is a
System?
What are FOUR characteristics of systems?
1.2.U1 – A •
systems
approach is a
way of •
visualizing a
complex set of
interactions •
which may be
ecological or •
societal.

The human place in the biosphere (pg. 17)

What is the
Biosphere?
1.2.U3 – The Examples of Small Systems Examples of Large Systems
concept of a
system can be
applied at a
range of
scales.
NOT IN THE TEXTBOOK – must be researched
1.2.U2 – These What is an
interactions Emergent
produce the Property?
emergent A Blast-from-the-Past Example from Biology:
properties of
the system.
Cell Organ Organism

1.2.U7 – In Types of system

system (pg. 18)
diagrams, LABEL the
storages are diagram as
usually storages and
represented
flows, as well as
as rectangular
which arrows
boxes and
flows as represent the
arrows, with movement of
the direction matter and
of each arrow which arrows
indicating the represent the
direction of movement of
each flow. energy.

11
1.2.U6 – The Transfers and transformations (pg. 19)
flows are Transfers: Transformations:
processes
that may be
either Examples: Examples:
transfers (a
change in
location) or
transformations
(a change in
the chemical
nature, state
or energy).
Flows and storages (pg. 20)
What is a Flow in a system? All Systems Have: Represented by:
1.2.U4 – A STORAGES
system is
comprised of FLOWS
storages and What is a Storage in a system? INPUTS
flows.
OUTPUTS
BOUNDARIES
PROCESSES
To Do (pg. 20)
CHOOSE a model from the list below and CREATE a systems diagram. LABEL the inputs,
1.2.U5 – The
outputs, storages and flows.
flows provide
a. A Candle
inputs and
outputs of b. A Mobile Phone
energy and c. A Green Plant
matter. d. You
e. Your School
f. A Lake
1.2.U8 – An More On Systems (pg. 21)
open system Open System: Closed System:
exchanges
both energy
and matter Energy or Matter Energy or Matter
across its Characteristics: Characteristics:
boundary while
a closed
system
exchanges only
energy across
its boundary.

1.2.U9 – An What is an DRAW Input and Output Arrows and

isolated Isolated System? LABEL them as Matter & Energy that
system is a represent Open, Closed and Isolated
hypothetical Systems.
concept in
which neither What is the only Open Closed Isolated
energy nor “real” example of
matter is an Isolated
exchanged System?
across the
boundary.

12
1.2.U10 – Life in biosphere 2 ted talk (on Schoology)
Ecosystems 1. Why do you think this was called Biosphere 2?
are open
systems;
closed systems
only exist 2. Biosphere 2 has been described as a ‘closed system’. What does this mean?
experimentally,
although the
global
geochemical 3. What are the exchanges that prevent Biosphere 2 from being an ‘isolated system’?
cycles
approximate
to closed
systems.
Models of systems (pg. 23)
1.2.U11 – A What is
model is a a model?
simplified
What are FOUR examples of models?
version of
reality and can •
be used to
understand •
how a system
works and to
•
predict how it
will respond to
change. •

Strengths of Models: Weaknesses of Models:

• •
1.2.U12 – A
model •
inevitably •
involves some
•
approximation
and therefore
loss of • •
accuracy.
•

Applications & Skills: Treat the following prompts as assessment questions on your IB Ess exam. Use terminology and
concepts from the notes above to respond to each of the prompts. Use the command terms & 9-point markbands.
1.2.S1 – CONSTRUCT a system diagram or a model from a given set of information.
Make an ecosystem system diagram or model showing how an ecosystem works. It must contain at least three
types of each of the following:
• Abiotic Elements
• Plants
• Herbivores
• Carnivores
• Omnivores
• Inputs
• Outputs

13
1.2.A1 – EVALUATE the use of models as a tool in a given situation, for example, climate change predictions.
There are FIVE climate model simulations on Schoology. Look at each one, discuss the strengths and weaknesses
of each, and JUSTIFY which model you think is the best for understanding climate change.
Climate Model Strengths Weaknesses

Concord
Consortium

Windows to
the Universe

Koshland
Science
Museum

UCAR

Java

Which climate model is the BEST for understanding climate change? JUSTIFY your reasoning!

14
Topic 1.3 – Energy and Equilibria
Significant Ideas:
→ The laws of thermodynamics govern the flow of energy in a system and the ability to do work.
→ Systems can exist in alterative stable states or as equilibria between which there are tipping points.
→ Destabilizing positive feedback mechanisms will drive systems towards these tipping points, whereas
stabilizing negative feedback mechanisms will resist such changes.
Knowledge & Understandings: Use these notes to get comfy with ESS terminology and concepts while you read.
Energy in Systems (pg. 28)
1.3.U1 – The first What is the first law of thermodynamics? Why is it also called the principle of
law of conservation of energy?
thermodynamics is
the principle of
conservation of
energy, which Give THREE examples of how energy is TRANSFORMED, without being CREATED or
states that
DESTROYED.
energy in an
isolated system •
can be
transformed but •
cannot be created
or destroyed. •

DRAW and ANNOTATE an example of the first law of thermodynamics in action in a food
1.3.U2 – The web. (HINT: Figure 1.3.1)
principle of
conservation of
energy can be
modelled by the
energy
transformations
along food chains
and energy
production
systems.

1.3.U3 – The What is the second law of thermodynamics? What is entropy?

second law of
thermodynamics
states that the
entropy of a
system increases
over time.
Entropy is a What are some of the implications of the Give some examples of systems with HIGH
measure of the second law of thermodynamics for entropy and systems with LOW entropy.
amount of environmental systems? (HINT: pg. 30)
disorder in a
system. An
increase in entropy
arising from
energy
transformations
reduces the
energy available
to do work.

15
1.3.U4 – The DRAW and ANNOTATE an example of the second law of thermodynamics in action in a food
second law of web. (HINT: Figure 1.3.4)
thermodynamics
explains the
inefficiency and
decrease in
available energy
along a food chain
and energy
generation
systems.
1.3.U9 – Diversity Complexity and Stability (pg. 31)
and the size of Road Block Example Predator-Prey Ex. Tundra Example Monoculture Example
storages within
systems can
contribute to
their resilience
and affect their
speed of response
to change (time Is resilience Is resilience Is resilience Is resilience
lags). HIGH or LOW? HIGH or LOW? HIGH or LOW? HIGH or LOW?
Equilibrium (pg. 31)
What is a steady-state equilibrium? What is a static equilibrium?

DRAW the graph of steady-state DRAW the graph of static equilibrium!

equilibrium!

1.3.U5 – As an open
system, an
ecosystem will
normally exist in
stable equilibrium, What is a stable equilibrium? What is an unstable equilibrium?
either in a
steady-state
equilibrium or in
one developing
over time (for DRAW the graph of stable equilibrium! DRAW the graph of unstable equilibrium!
example,
succession), and
maintained by
stabilizing
negative feedback
loops.

DRAW and EXPLAIN an example of a steady-state equilibrium from page 32.

16
 Feedback loops (pg. 33)
Simple Examples of Feedback Loops:
If you start to feel cold you can either put If you feel hungry, you have a choice of
on more clothes or turn the heat up. The reactions as a result of processing this
sense of cold is the information, putting on “information”: eat food, or do not eat and
clothes is the reaction. feel more hungry.
What kind of feedback is this? What kind of feedback is this?
POSITIVE or NEGATIVE? POSITIVE or NEGATIVE?
NOTE: Positive Feedback Loops are NOT “GOOD”. Negative Feedback Loops are NOT
1.3.U6 – Negative “BAD”. This is a common misconception students have.
feedback loops What is Negative Feedback? What is a good analogy to use (outside of
(stabilizing) occur science) to remember Negative Feedback?
when the output
of a process
inhibits or
reverses the
operation of the Examples of Negative Feedback (pg. 34)
same process in Choose an example of negative feedback from the list on page 34. DRAW a flow-chart like
such a way as to Figure 1.3.12 to demonstrate the steps to the example you choose.
reduce change – it
counteracts
deviation.

What is Positive Feedback? What is a good analogy to use (outside of

science) to remember Positive Feedback?

1.3.U7 – Positive Examples of Positive Feedback (pg. 35)

feedback loops Choose an example of positive feedback from the list on page 35. DRAW a flow-chart like
(destabilizing) will Figure 1.3.14 to demonstrate the steps to the example you choose.
tend to amplify
changes and drive
the system
towards a tipping
point where a new
equilibrium is
adopted.

17
 Resilience of Systems (pg. 37)
What is Resilience? What is Stability?
1.3.U8 – The
resilience of a
system, ecological
or social, refers to
its tendency to In what situation(s) is resilience a In what situation(s) is resilience a
avoid such tipping BENEFICIAL thing to have? DETRIMENTAL thing to have?
points and
maintain stability.

Factors affecting ecosystem resilience (pg. 38)

LIST the factors affecting ecosystem resilience. Place a STAR or mark of some sort next to
those factors that are affected by humans.
•

1.3.U10 – Humans
•
can affect the
resilience of
systems through •
reducing these
storages and •
diversity.

Tipping Points (pg. 38)

DEFINE and DESCRIBE the DRAW and ANNOTATE a graph showing
characteristics of Tipping Points. how a tipping point happens.

1.3.U11 – The
delays involved in
feedback loops
make it difficult Using one of the examples from page 39, DRAW and ANNOTATE a graph like your tipping
to predict tipping point graph, DESCRIBING the conditions of each phase.
points and add to
the complexity of
modelling systems.

18
Applications & Skills: Treat the following prompts as assessment questions on your IB Ess exam. Use terminology and
concepts from the notes above to respond to each of the prompts. Use the command terms & 9-point markbands.
1.3.A.1 – EXPLAIN the implications of the laws of thermodynamics to ecological systems.
• DEFINE each law and relate it to the energy availability and flow in an ecosystem like a forest.
• How does the first law allow life to exist on Earth at all?
• How does the second law force ecosystems to keep replacing energy it loses?

1.3.A2 – DISCUSS resilience in a variety of systems.

Example 1:
Possums were introduced to both Australia and New Zealand by European settlers in the 18th century. The
impact of possums on the New Zealand ecosystem was greater than on the Australian ecosystem. The
Australian ecosystem, in this case, proved to be more resilient to the impact of possums compared to the New
Zealand ecosystem which became overrun by possums.
DESCRIBE how the size of land mass and presence of natural possum predators could explain what happened in
Example 1.

Find a second example, where a change or a stressor produced resilience in one instance, but not in another.
Example 2:

1.3.A3 – EVALUATE the possible consequences of tipping points. Provide three examples. (2 have been provided)
Example 1: Cooking fuel and deforestation in India. (DESCRIBE/SUMMARIZE)

Example 2: Apo Island (Phillippines) fisheries near-collapse. (DESCRIBE/SUMMARIZE)

Example 3:

19
Topic 1.4 – Sustainability
Significant Ideas:
→ All systems can be viewed through the lends of sustainability.
→ Sustainable development meets the needs of the present without compromising the ability of future
generations to meet their own needs.
→ Environmental indicators and ecological footprints can be used to assess sustainability.
→ Environmental Impact Assessments (EIAs) play an important role in sustainable development.
Knowledge & Understandings: Use these notes to get comfy with ESS terminology and concepts while you read.
1.4.U1 – Sustainability (pg. 42)
Sustainability is What is Sustainability? What is the Tragedy of the Commons?
the use and
management of
resources that
allows full natural
replacement of
the resources
exploited and full Give an example of a sustainable activity. Give an example of a situation in which the
recovery of the Tragedy of the Commons is happening.
ecosystems
affected by their
extraction and
use.
1.4.U5 – Factors When was the MEA conducted? Who funded the study?
such as
biodiversity,
pollution,
population or What was the goal of the MEA study? How long was data collected?
climate may be
used
quantitatively as
environmental What were the key findings? What were some recommendations?
indicators of • •
sustainability.
These factors can
be applied on a •
range of scales,
from local to
global. The •
•
Millennium
Ecosystem •
Assessment
(MEA) gave a
scientific appraisal •
of the condition •
and trends in the
world’s •
ecosystems and
the services they •
provide using
environmental
indicators, as well •
as the scientific
basis for action to
conserve and use •
them sustainably.

20
1.4.U2 – Natural Natural Capital and Natural Income (pg. 44)
capital is a term What is Capital? What is Natural Capital? Examples of Natural Capital:
used for natural
resources that
can produce a
sustainable
natural income of
goods or services.
What is Income? What is Natural Income? Examples of Natural Income:
1.4.U3 – Natural
income is the yield
obtained from
natural resources.

NOT IN THE TEXTBOOK – must be researched

These services are called “Ecosystem Services”. Research Ecosystem Services and fill out the
1.4.U4 – table below:
Ecosystems may Ecosystem Service What is it? Give Examples
provide life-
supporting
Provisioning
services such as Services
water
replenishment, Regulating
flood and erosion Services
protection, and
goods such as
timber, fisheries, Cultural Services
and agricultural
crops.
Supporting
Services
1.4.U6 – EIAs Environmental impact assessments (pg. 44)
incorporate When is an EIA report written? What does an EIA balance?
baseline studies
before a
development
project is What is a baseline study? Does the EIA look at environmental or human impacts?
undertaken. They
assess the
environmental,
What are EIAs used for? (pg. 45) Where did EIAs come from? (pg. 45)
social and economic
impacts of the
project, predicting
and evaluating
possible impacts
and suggesting
mitigation
strategies for the
project. They are What does an EIA need in it? (pg. 45) Weaknesses of EIAs? (pg. 46)
usually followed by
an audit and
continued
monitoring. Each
country or region
has different
guidance on the
use of EIAs.

21
1.4.U7 – EIAs To think about (pg. 46)
provide decision- The most recent development in the relative vicinity of Rampart was the building of the
makers with
giant park with soccer fields, playground equipment and shelters for large parties on
information in
order to consider
Briargate Parkway by the King Soopers. The entirety of Briargate Parkway has been in
the environmental development for many years. Always adding businesses and roads to a once deserted prairie.
impact of a Think about this development and DISCUSS:
project. There is What criteria you would use to select the factors the factors you think will change (e.g.
not necessarily a number of jobs provided, net profit, land degradation, habitat loss, pollution)
requirement to
implement an
EIA’s proposals,
and many socio-
economic factors
may influence the How you value these (is there another way of measuring them apart from financial?)
decisions made.
1.4.U8 – Criticisms
of EIAs include:
the lack of
standard practice
or training for
practitioners, the How you weigh the evidence to make a decision on whether the project should proceed or
lack of a clear proceed in a modified state (and what those modifications might be).
definition of
system boundaries
and the lack of
inclusion of indirect
impacts.
Ecological footprints (EF) (pg. 46)
What is an EF? How is it measured?

1.4.U9 – An
ecological How do we know if a country is sustainable? How do we know if a country is
footprint (EF) is unsustainable?
the area of land
and water
required to
sustainably WWF measures ecological footprint
provide all Carbon
resources at the
rate at which
they are being
consumed by a
given population.
If the EF is Cropland Grazing Land
greater than the
area available to
the population,
this is an
indication of
unsustainability. Forest Built-Up Land Fishing Grounds

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Applications & Skills: Treat the following prompts as assessment questions on your IB Ess exam. Use terminology and
concepts from the notes above to respond to each of the prompts. Use the command terms & 9-point markbands.
1.4.A.1 – EXPLAIN the relationship between natural capital, natural income and sustainability.

1.4.A2 – DISCUSS the value of ecosystem services to society.

1.4.A3 – DISCUSS how environmental indicators such as MEA can be used to evaluate the progress of a project to
increase sustainability.

1.4.A4 – EVALUATE the use of EIAs.

1.4.A5 – EXPLAIN the relationship between EFs and sustainability.

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Topic 1.5 – Humans and Pollution
Significant Ideas:
→ Pollution is a highly diverse phenomenon of human disturbance in ecosystems.
→ Pollution management strategies can be applied at different levels.
Knowledge & Understandings: Use these notes to get comfy with ESS terminology and concepts while you read.
1.5.U1 – Pollution is Pollutants and Pollution (pg. 48)
the addition of a What are Pollutants? What is Pollution?
substance or an
agent to an
environment
through human
activity, at a rate
greater than
that at which it What are Primary Pollutants? LABEL all of the common names for the
can be rendered
primary and secondary pollutants.
harmless by the
environment, and
LABEL where photochemical smog belongs:
which has an
appreciable effect
on the organisms
in the
environment.
What are Secondary Pollutants?
1.5.U4 – Pollutants
may be primary
(active on
emission) or
secondary (arising
from primary
pollutants
undergoing
physical or
chemical change). As Economic Development _____CREASES, Pollution _____CREASES.
Major Sources of Pollutants – a reference guide (pg. 49)
Major Source Pollutant Effect
Carbon Dioxide (CO2) Greenhouse Gas → Climate Change
Combustion Sulphur Dioxide (SO2) Acid Deposition → Tree & Fish Death
1.5.U2 – Pollutants of Fossil Nitrogen Oxides (NOx) Respiratory Infections, Eye Irritation, Smog
may be in the
Fuels Photochemical Smog Damage to Plants, Eye Irritation, Resp Problems
form of organic or
inorganic Carbon Monoxide (CO) Death by Suffocation (binds to hemoglobin)
substances, light, Organic Waste Eutrophication, Waterborne Diseases
sound or thermal Waste Paper Fills up Landfills, Forests Cut to Make It
Domestic
energy, biological Plastics Fills up Landfills, Derived from Oil
agents or invasive Waste
Glass Energy to Manufacture, Most Isn’t Recycled
species, and may Tin Cans Most Isn’t Recycled, #Landfills
derive from a wide
Heavy Metals Mercury, Lead, Cadmium → Poisoning
range of human
activities including Fluorides Poisoning
Industrial
the combustion of Heat Lowers Oxygen in Water
Waste
fossil fuels. Lead Disabilities in Children
Acids Corrosive
Nitrates Eutrophication
Agricultural
Organic Waste Eutrophication, Disease Spread
Waste
Pesticides Accumulate Up Food Chains

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 Point Source and Non-Point Source Pollutants (pg. 50)
What are Non-Point Source Pollutants? What are Point Source Pollutants?

What are some Examples of Non-Point What are some Examples of Point Source
Source Pollutants? Pollutants?

What would be a good way to manage (or What would be a good way to manage (or
stop) Non-Point Source Pollutants? stop) Point Source Pollutants?

Persistent Organic Pollutants (POPs) and Biodegradable Pollutants (pg. 50)

1.5.U3 – Pollution What are Persistent Organic Pollutants? What are Biodegradable Pollutants?
may be non-point
or point source,
persistent or
biodegradable,
acute or chronic.

What are some Examples of POPs? What are some Examples of Biodegradable
Pollutants?

Acute and Chronic Pollution (pg. 51)

What is Acute Pollution? What is Chronic Pollution?

What are some Examples of Acute Pollution? What are some Examples of Chronic
Pollution?

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Detection and Monitoring of Pollution (pg. 52)
Direct Measurements of Air Pollution: Direct Measurements of Water & Soil Pollution:

Indirect Measurements:

Pollution Management Strategies (pg. 52 – Figure 1.5.6)

Process of Pollution Level of Pollution Management
HUMAN Altering Human Activity
ACTIVITY The most fundamental level of pollution management is to change the human activity
PRODUCTING that leads to the production of the pollutant in the first place, by promoting alternative
POLLUTANT technologies, lifestyles and values through:
•
•
•
•
•
RELEASE OF Controlling Release of Pollutant
POLLUTANT Where the activity/production is not completely stopped, strategies can be applied at the
INTO level of regulating or preventing the release of pollutants by:
ENVIRONMENT •
•
Clean-Up and Restoration of Damaged Systems
Where both the above levels of management have failed, strategies may be introduced
IMPACT OF to recover damaged ecosystems by:
POLLUTANT ON
•
ECOSYSTEMS
•

DDT and Malarial Mosquitoes (pg. 53)

What is DDT? What is Malaria?
1.5.U5 – Dichloro-
diphenyl-
trichloroethane
(DDT) exemplifies What are the pros to using DDT? What are the cons to using DDT?
a conflict between
the utility of a
“pollutant” and its
effect on the
environment. What do you think? Should we use DDT or not? JUSTIFY your answer.

26
Applications & Skills: Treat the following prompts as assessment questions on your IB Ess exam. Use terminology and
concepts from the notes above to respond to each of the prompts. Use the command terms & 9-point markbands.
1.5.S1 – CONSTRUCT systems diagrams to show the impacts of pollutants.
Diagram 1: Plastic microbeads in a marine food web (with at least 5 organisms and 3 feeding/trophic levels).

Diagram 2: Thermal pollution’s effect on dissolved oxygen levels in a stream ecosystem.

1.5.A1 – EVALUATE the effectiveness of each of the three different levels of intervention, with reference to
Figure 1.5.6.

1.5.A2 – EVALUATE the uses of DDT.

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