Name:___________________________________________________________________________________________

_______

International Baccalaureate
Diploma Program

IBDP ESS
Environmental Systems &
Societies

Topic 1
1
 Foundations of
environmental
systems and
Societies
Command terms –
your bffs
Objective/Level 1
Give the precise meaning of
Define a 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
Draw lines. Diagrams should be
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
List
answers with no explanation.
Measure Obtain a value for a quantity.
State Give a specific name, value
or other brief answer without
Objective/Level 2
Annotat Add brief notes to a diagram or
e graph.
Use an idea, equation,
principle, theory or law in
Apply
relation to a given problem or
issue.
Obtain a numerical answer
Calculat
showing the relevant stages of
e
working.
Describ
Give a detailed account.
e
Make clear the differences
Distingu
between two or more concepts
ish
or items.
Estimat
Obtain an approximate value.
e
Provide an answer from a
Identify
number of possibilities.
Use knowledge and
Interpre understanding to recognize
t trends and draw conclusions
from given information.
Outline Give a brief account or
summary.
2
 explanation or calculation.
Objectives/Levels 3 and 4
Break down in order to bring
Analyze out the essential elements or Discuss
structure.
Give a judgment based on a
Comment given statement or result of a
calculation.
Give an account of
Compare similarities and differences
& between two (or more) items
Contrast 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
Demonstr evidence, illustrating with
ate examples or practical
application.
Manipulate a mathematical
Derive relationship to give a new
equation or relationship.
Produce a plan, simulation or
Design
model.
Determin Obtain the only possible
e answer.
Offer a considered and
balanced review that includes
a range of arguments, factors
or hypotheses. Opinions or
conclusions should be
presented clearly and
supported by appropriate
evidence.
Make an appraisal by weighing
Evaluat
up the strengths and
e
limitations.
Give a detailed account,
Explain
including reasons or causes.
Consider an argument or
Examin concept in a way that uncovers
e the assumptions and
interrelationships of the issue.
Provide evidence to support or
Justify defend a choice, decision,
strategy or course of action.
Predict Give an expected result.
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
Suggest
or other possible answer.
Consider the merits or
otherwise of an argument or
concept. Opinions and
To what
conclusions should be
extent…
presented clearly and
supported with appropriate
evidence and sound argument.
3
 9-point question
Mar
markbands
Level Descriptor
ks
The response does not reach a standard described by the descriptors below and
0
is not relevant 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
 Largely appropriate use of ESS terminology
4-6
 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
7-9  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

4
Topic 1 –
Foundations
of

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

5
D. How does your personal value system E. How are the issues addressed in this topic
compare with the others you have relevant to sustainability or sustainable
encountered in the context of issues raised in development?
this topic?

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.

6
 Development of the Environmental Movement (pg. 2)
Romans Bubonic Plague Soil Conservation

Environmental Managers think… Deep & Self-Reliance Ecologists

vs. think…

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

Influential Individuals Independent Pressure Governments
Groups

Corporate Businesses Intergovernmental

Bodies
1.1.U1 –
Significant
historical
influences Environmental Movement Timeline (pg. 4)
on the
Neolithic Modern
developmen Industrial Green Environment
t of the Agricultural Environment
Revolution Revolution alism Today
environmen Revolution al Movement
tal 10,000 years
1940s-1960s Present Day
movement ago
have come
from
literature,
the media,
major
environmen Case Studies – Historical Influences on the Environmental
tal
disasters, Movement (pg. 4)
internationa Silent Fukushim
l Al Gore Minamata Bhopal Chernobyl
Spring a
agreement
s and
technologi
cal
developmen
ts.
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

Montreal
Gaia Hypothesis IPCC Kyoto Protocol
Protocol

7
 The Spectrum of environmental value systems (pg. 10)
What is an EVS? What is intrinsic value?

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

8
 DRAW and ANNOTATE a systems diagram of your EVS with inputs and outputs
1.1.U3 – An in the space below. We will do this in CLASS – so save it for next class. �
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).

1.1.U4 – A classification of different environmental philosophies (pg. 11)

There is a
spectrum Ecocentric Technocentric Anthropocentric
of EVSs,
from _______________-centered _______________-centered _______________-centered
ecocentric
through
anthropoce
ntric to
technocen
tric value
systems.
This might be through the use of taxes, environmental regulation and
legislation. Debate would be encouraged to reach a consensual, pragmatic
1.1.U6 – An approach to solving environmental problems.
anthropoce What is a
ntric Cornucop
viewpoint ian?
argues that
How would an anthropocentrist feel about the construction of a large
humans
must hydroelectric dam in Patagonia? SUPPORT your answer with at least 5 bullet
sustainabl points.
y manage 
the global 
system. 



9
 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
1.1.U7 – A
technocen policies and to understand how systems can be controlled, manipulated or
tric changed to solve resource depletion. A pro-growth agenda is deemed
viewpoint necessary for society’s improvement.
argues that What is an Environmental Manager? What is stewardship?
technologi
cal
developmen
ts can
provide
solutions How would an technocentrist feel about the construction of a large hydroelectric
to dam in Patagonia? SUPPORT your answer with at least 5 bullet points.
environmen 
tal 
problems.


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
1.1.U5 – An self-restraint in human behavior.
ecocentric What is Biocentric? What is a Deep Ecologist?
viewpoint
integrates
social,
spiritual
and
environmen
tal
How would an ecocentrist feel about the construction of a large hydroelectric
dimensions
into a dam in Patagonia? SUPPORT your answer with at least 5 bullet points.
holistic 
ideal. 




10
1.1.U8 – Consider a movement to ban plastic bags in Colorado Springs. Similar to the
There are ban in other cities, grocery stores would require shoppers to pay to buy a
extremes reusable bag at the store.
at either
end of this On the following continuum, mark an “X” that represents YOUR perspective on
spectrum this issue:
(for
example,
deep
Deep Ecologist
ecologists
– ecocentric Cornucopian
to
cornucopia EXPLAIN why you placed your X where you did.
n–
technocentr
ic), but in
practice,
EVSs vary
greatly
depending
on cultures
and time
periods,
and they
rarely fit
simply or
perfectly
into any
classificatio
n.

Various Envioronmental Worldviews (pg. 15)

Communism/Cap
Native Christian &
italism in Buddhist
American Islamic
Germany Worldview
Worldview Worldview
Worldview

1.1.U9 –
Different
EVSs
ascribe
different
intrinsic
value to
componen
ts of the
biosphere
.

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

11
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.

12
1.1.A3 – EVALUATE the implications of two contrasting EVSs in the context of given
environmental issues.

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
1.2.U1 – A Syste
systems m?
approach
What are FOUR characteristics of systems?
is a way of
visualizing a 
complex set 
of 
interaction 
s which
may be
ecological The human place in the biosphere (pg. 17)
or societal. What is
the
Biospher
e?
1.2.U3 – Examples of Small Systems Examples of Large Systems
The concept
of a system
can be
applied at a
range of
scales.

13
 NOT IN THE TEXTBOOK – must be researched
1.2.U2 – What is an
These Emergen
interaction t
s produce Property
the ?
emergent
A Blast-from-the-Past Example from Biology:
properties
of the
Organis
system. Cell Organ
m
1.2.U7 – In Types of
system
diagrams, system (pg.
storages 18)
are usually LABEL the
represented diagram as
as storages and
rectangula flows, as well
r boxes as which
and flows arrows
as arrows,
represent the
with the
direction of movement of
each arrow matter and
indicating which arrows
the represent the
direction of movement of
each flow. energy.
1.2.U6 – Transfers and transformations (pg. 19)
The flows
are Transfers: Transformations:
processes
that may be
either Examples: Examples:
transfers
(a change
in location)
or
transformat
ions (a
change in
the
chemical
nature,
state or
energy).
Flows and storages (pg. 20)
What is a Flow in a system? All Systems Represente
Have: d by:
1.2.U4 – A
system is STORAGES
comprised
of storages FLOWS
and flows. What is a Storage in a system? INPUTS
OUTPUTS
BOUNDARIES
PROCESSES

14
 To Do (pg. 20)
1.2.U5 – CHOOSE a model from the list below and CREATE a systems diagram. LABEL
The flows the inputs, outputs, storages and flows.
provide a. A Candle
inputs and b. A Mobile Phone
outputs of c. A Green Plant
energy and d. You
matter.
e. Your School
f. A Lake
1.2.U8 – An More On Systems (pg. 21)
open
system Open System: Closed System:
exchanges
both
energy Energy or Matter Energy or Matter
and Characteristics: Characteristics:
matter
across its
boundary
while a
closed
system
exchanges
only
energy
across its
boundary.
1.2.U9 – An What is an DRAW Input and Output Arrows
isolated Isolated and LABEL them as Matter &
system is a System? Energy that represent Open,
hypothetica Closed and Isolated Systems.
l concept in
which
What is the Open Closed Isolated
neither
energy nor only “real”
matter is example of an
exchanged Isolated
across the System?
boundary.
1.2.U10 – Life in biosphere 2 ted talk (IN CLASS)
Ecosystem
s are open 1. Why do you think this was called Biosphere 2?
systems;
closed
systems 2. Biosphere 2 has been described as a ‘closed system’. What does this mean?
only exist
experimen
tally,
although
the global 3. What are the exchanges that prevent Biosphere 2 from being an ‘isolated
geochemica system’?
l cycles
approximat
e to closed
systems.

15
1.2.U11 – A Models of systems (pg. 23)
model is a
simplified What
version of is a
reality and model
can be used ?
to What are FOUR examples of models?
understand 
how a

system
works and 
to predict 
how it will
respond to
change.
1.2.U12 – A Strengths of Models: Weaknesses of Models:
model  
inevitably
involves
 
some  
approximati 
on 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

16
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. (IN CLASS)
Climate
Strengths Weaknesses
Model

Concord
Consortium

Windows to
the
Universe

Koshland
Science
Museum

UCAR

Java

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

17
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.
1.3.U1 – The Energy in Systems (pg. 28)
first law of
thermodyna What is the first law of Why is it also called the principle of
mics is the thermodynamics? conservation of energy?
principle of
conservation
of energy,
which states Give THREE examples of how energy is TRANSFORMED, without being
that energy in CREATED or DESTROYED.
an isolated
system can be 
transformed 
but cannot be 
created or
destroyed.
DRAW and ANNOTATE an example of the first law of thermodynamics in
1.3.U2 – The action in a food web. (HINT: Figure 1.3.1)
principle of
conservation
of energy can
be modelled by
the energy
transformatio
ns along food
chains and
energy
production
systems.

18
1.3.U3 – The What is the second law of What is entropy?
second law of thermodynamics?
thermodyna
mics states
that the
entropy of a
system
increases
over time.
Entropy is a What are some of the implications Give some examples of systems
measure of the of the second law of with HIGH entropy and systems with
amount of thermodynamics for environmental LOW entropy.
disorder in a systems? (HINT: pg. 30)
system. An
increase in
entropy
arising from
energy
transformatio
ns reduces the
energy
available to do
work.
1.3.U4 – The DRAW and ANNOTATE an example of the second law of thermodynamics
second law of in action in a food web. (HINT: Figure 1.3.4)
thermodyna
mics explains
the
inefficiency
and decrease
in available
energy along a
food chain
and energy
generation
systems.
1.3.U9 – Complexity and Stability (pg. 31)
Diversity and
the size of Road Block Predator-Prey Tundra Monoculture
storages Example Ex. Example Example
within
systems can
contribute to
their
resilience and
Is resilience Is resilience Is resilience Is resilience
affect their
speed of HIGH or LOW? HIGH or LOW? HIGH or LOW? HIGH or LOW?
response to
change (time
lags).

19
 Equilibrium (pg. 31)
What is a steady-state What is a static equilibrium?
equilibrium?

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

1.3.U5 – As an
equilibrium! equilibrium!
open system,
an ecosystem
will normally
exist in stable
equilibrium,
either in a
What is a stable equilibrium? What is an unstable equilibrium?
steady-state
equilibrium or
in one
developing
over time (for
example, DRAW the graph of stable DRAW the graph of unstable
succession), equilibrium! equilibrium!
and
maintained by
stabilizing
negative
feedback
loops.
DRAW and EXPLAIN an example of a steady-state equilibrium from
page 32.

20
 Feedback loops (pg. 33)
Simple Examples of Feedback Loops:
If you start to feel cold you can either If you feel hungry, you have a choice
put on more clothes or turn the heat of reactions as a result of processing
up. The sense of cold is the this “information”: eat food, or do not
information, putting on clothes is the eat and feel more hungry.
reaction.
What kind of feedback is this? What kind of feedback is this?
1.3.U6 – POSITIVE or NEGATIVE? POSITIVE or NEGATIVE?
Negative NOTE: Positive Feedback Loops are NOT “GOOD”. Negative Feedback
feedback Loops are NOT “BAD”. This is a common misconception students have.
loops
What is Negative Feedback? What is a good analogy to use
(stabilizing)
occur when the
(outside of science) to remember
output of a Negative Feedback?
process
inhibits or
reverses the
operation of Examples of Negative Feedback (pg. 34)
the same Choose an example of negative feedback from the list on page 34. DRAW
process in such a flow-chart like Figure 1.3.12 to demonstrate the steps to the example you
a way as to choose.
reduce change
– it
counteracts
deviation.

21
 What is Positive Feedback? What is a good analogy to use
(outside of science) to remember
Positive Feedback?

1.3.U7 –
Positive
feedback Examples of Positive Feedback (pg. 35)
loops Choose an example of positive feedback from the list on page 35. DRAW
(destabilizing) a flow-chart like Figure 1.3.14 to demonstrate the steps to the example you
will tend to choose.
amplify
changes and
drive the
system
towards a
tipping point
where a new
equilibrium is
adopted.

Resilience of Systems (pg. 37)

1.3.U8 – The
What is Resilience? What is Stability?
resilience of a
system,
ecological or
social, refers to
its tendency to
avoid such In what situation(s) is resilience a In what situation(s) is resilience a
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
1.3.U10 –
Humans can
some sort next to those factors that are affected by humans.
affect the 
resilience of 
systems 
through 
reducing

these storages
and diversity. 



22
 Tipping Points (pg. 38)
DEFINE and DESCRIBE the DRAW and ANNOTATE a graph
characteristics of Tipping Points. showing how a tipping point
happens.
1.3.U11 – The
delays
involved in
feedback
loops make it
difficult to
predict Using one of the examples from page 39, DRAW and ANNOTATE a graph
tipping like your tipping point graph, DESCRIBING the conditions of each phase.
points and
add to the
complexity of
modelling
systems.

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?

23
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 18 th
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:

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.

24
1.4.U1 – Sustainability (pg. 42)
Sustainability
is the use and What is Sustainability? What is the Tragedy of the
management Commons?
of resources
that allows full
natural
replacement
of the
resources
exploited and Give an example of a sustainable Give an example of a situation in
full recovery activity. which the Tragedy of the
of the Commons is happening.
ecosystems
affected by
their extraction
and use.
1.4.U5 – When was the MEA conducted? Who funded the study?
Factors such as
biodiversity,
pollution,
population or
What was the goal of the MEA study? How long was data collected?
climate may
be used
quantitativel
y 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.

25
1.4.U2 – Natural Capital and Natural Income (pg. 44)
Natural
capital is a What is Capital? What is Natural Examples of Natural
term used for Capital? Capital:
natural
resources
that can
produce a
sustainable
natural
income of
goods or
services.
1.4.U3 – What is Income? What is Natural Examples of Natural
Natural Income? Income:
income is the
yield obtained
from natural
resources.
NOT IN THE TEXTBOOK – must be researched
These services are called “Ecosystem Services”. Research Ecosystem
1.4.U4 – Services and fill out the table below:
Ecosystems Ecosystem What is it? Give Examples
may provide Service
life-supporting
services such Provisioning
as water Services
replenishment,
flood and
erosion Regulating
protection, and Services
goods such as
timber, Cultural
fisheries, and
Services
agricultural
crops.
Supporting
Services
1.4.U6 – EIAs Environmental impact assessments (pg. 44)
incorporate
baseline When is an EIA report What does an EIA balance?
studies before written?
a development
project is
undertaken. What is a baseline study? Does the EIA look at environmental or human
They assess impacts?
the
environment
al, social and What are EIAs used for? (pg. 45) Where did EIAs come from? (pg. 45)
economic
impacts of the
project,
predicting and
evaluating
possible
impacts and
suggesting
mitigation
strategies for

26
the project. What does an EIA need in it? (pg. 45) Weaknesses of EIAs? (pg. 46)
They are
usually
followed by an
audit and
continued
monitoring.
Each country
or region has
different
guidance on
the use of
EIAs.
1.4.U7 – EIAs To think about (pg. 46)
provide
decision- The most recent development in the relative vicinity of Rampart was the
makers with building of the giant park with soccer fields, playground equipment and
information in shelters for large parties on Briargate Parkway by the King Soopers. The
order to entirety of Briargate Parkway has been in development for many years.
consider the Always adding businesses and roads to a once deserted prairie.
environment
Think about this development and DISCUSS:
al impact of a
project. There What criteria you would use to select the factors the factors you think will
is not change (e.g. number of jobs provided, net profit, land degradation, habitat
necessarily a loss, pollution)
requirement to
implement an
EIA’s
proposals, and
many socio- How you value these (is there another way of measuring them apart from
economic financial?)
factors may
influence the
decisions
made.
1.4.U8 –
Criticisms of
EIAs include:
How you weigh the evidence to make a decision on whether the project
the lack of should proceed or proceed in a modified state (and what those modifications
standard might be).
practice or
training for
practitioners,
the lack of a
clear definition
of system
boundaries and
the lack of
inclusion of
indirect
impacts.
1.4.U9 – An Ecological footprints (EF) (pg. 46)
ecological
footprint (EF) What is an EF? How is it measured?
is the area of
land and
water required
to sustainably
provide all
resources at
the rate at

27
 How do we know if a country is How do we know if a country is
sustainable? unsustainable?

which they are WWF measures ecological footprint

being Carbon
consumed by
a given
population. If
the EF is
greater than
the area Cropland Grazing Land
available to the
population, this
is an indication
of
unsustainabil
ity.
Forest Built-Up Land Fishing Grounds

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.

28
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.

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.

29
1.5.U1 – Pollutants and Pollution (pg. 48)
Pollution is
the addition of What are Pollutants? What is Pollution?
a substance or
an agent to an
environment
through
human
activity, at a
rate greater What are Primary Pollutants? LABEL all of the common names for
than that at the primary and secondary
which it can be pollutants.
rendered LABEL where photochemical smog
harmless by belongs:
the
environment,
and which has
an
appreciable
What are Secondary Pollutants?
effect on the
organisms in
the
environment.
1.5.U4 –
Pollutants may
be primary
(active on
emission) or
secondary
(arising from
primary As Economic Development _____CREASES, Pollution
pollutants
undergoing _____CREASES.
physical or
chemical
change).

30
 Major Sources of Pollutants – a reference guide (pg. 49)
Major Pollutant Effect
Source
1.5.U2 – Carbon Dioxide Greenhouse Gas  Climate Change
Pollutants (CO2)
may be in the Sulphur Dioxide Acid Deposition  Tree & Fish Death
form of Combusti (SO2)
organic or on of Nitrogen Oxides Respiratory Infections, Eye Irritation, Smog
inorganic Fossil (NOx)
substances, Fuels Photochemical Damage to Plants, Eye Irritation, Resp
light, sound
or thermal Smog Problems
energy, Carbon Monoxide Death by Suffocation (binds to hemoglobin)
biological (CO)
agents or Organic Waste Eutrophication, Waterborne Diseases
invasive Waste Paper Fills up Landfills, Forests Cut to Make It
species, and Domestic
Plastics Fills up Landfills, Derived from Oil
may derive Waste
from a wide
Glass Energy to Manufacture, Most Isn’t Recycled
range of Tin Cans Most Isn’t Recycled, #Landfills
human Heavy Metals Mercury, Lead, Cadmium  Poisoning
activities Fluorides Poisoning
including the Industrial
Heat Lowers Oxygen in Water
combustion of Waste
Lead Disabilities in Children
fossil fuels.
Acids Corrosive
Nitrates Eutrophication
Agricultu
Organic Waste Eutrophication, Disease Spread
ral Waste
Pesticides Accumulate Up Food Chains
1.5.U3 – Point Source and Non-Point Source Pollutants (pg. 50)
Pollution may
be non-point What are Non-Point Source What are Point Source Pollutants?
or point Pollutants?
source,
persistent or
biodegradabl
e, acute or
chronic.

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

What would be a good way to What would be a good way to

manage (or stop) Non-Point Source manage (or stop) Point Source
Pollutants? Pollutants?

31
 Persistent Organic Pollutants (POPs) and Biodegradable
Pollutants (pg. 50)
What are Persistent Organic What are Biodegradable
Pollutants? Pollutants?

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 What are some Examples of Chronic
Pollution? Pollution?

Detection and Monitoring of Pollution (pg. 52)

Direct Measurements of Air Pollution: Direct Measurements of Water & Soil
Pollution:

Indirect Measurements:

32
Pollution Management Strategies (pg. 52 – Figure 1.5.6)
Process of Level of Pollution Management
Pollution
Altering Human Activity
The most fundamental level of pollution management is to change the
human activity that leads to the production of the pollutant in the
HUMAN first place, by promoting alternative technologies, lifestyles and
ACTIVITY values through:
PRODUCTING 
POLLUTANT 



Controlling Release of Pollutant
RELEASE OF Where the activity/production is not completely stopped, strategies can be
POLLUTANT
applied at the level of regulating or preventing the release of
INTO
pollutants by:
ENVIRONMEN
T 

Clean-Up and Restoration of Damaged Systems
IMPACT OF Where both the above levels of management have failed, strategies may
POLLUTANT be introduced to recover damaged ecosystems by:
ON

ECOSYSTEMS

DDT and Malarial Mosquitoes (pg. 53)
1.5.U5 –
What is DDT? What is Malaria?
Dichloro-
diphenyl-
trichloroetha
ne (DDT)
exemplifies a What are the pros to using DDT? What are the cons to using DDT?
conflict
between the
utility of a
“pollutant”
and its effect What do you think? Should we use DDT or not? JUSTIFY your answer.
on the
environment.

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.

33
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.

34