ESS

Assessment Objectives

1. Demonstrate an understanding of information, terminology, concepts, methodologies and skills with regard to environmental issues.2. Apply and use information, terminology, concepts, methodologies and skills with regard to environmental issues.3. Synthesize, analyse and evaluate research questions, hypotheses, methods and scientific explanations with regard to environmental issues.4. Using a holistic approach, make reasoned and balanced judgments using appropriate economic, historical, cultural, socio-political and scientific sources.5. Articulate and justify a personal viewpoint on environmental issues with reasoned argument while appreciating alternative viewpoints, including the perceptions of different cultures.6. Demonstrate the personal skills of cooperation and responsibility appropriate for effective investigation and problem solving.7. Select and demonstrate the appropriate practical and research skills necessary to carry out investigations with due regard to precision.

Assessment objectives in practice

Assessment objective Component used How is the assessment objective addressed?

1-3 Paper 1 Short-answer and data-based questions

1-5 Paper 2 Section A: case studySection B: two structured essay questions (from a choice of four)

1-7 Internal Assessment Practical work with some activities

selected and marked against the internal assessment criteria

Assessment Outline

Assessment component Weighting

External AssessmentPaper 1—1 hour

Paper 2—2 hours

30%

50%

Internal Assessment 20%

Assessment details

Paper 1Paper 1 is made up of short-answer and data-based questions.

Example Exam question.ESS paper 1

1. Figure 2(a) shows a farming system and Figure 2(b) outlines the activities for the farm in areas A, B and C over a year.

(a) State, giving two reasons, whether this system is more typical of farming in a more economically developed country (MEDC) or a less economically developed country (LEDC). (2)

(3)

C) With reference to Figure 2 (a) and Figure 2 (b), describe two ways in which the farming system has been developed in response to variations in the local environment. (2)

Figure 3 below shows nutrient cycling in a terraced paddy.

2 Figure 7 below shows a projection for future human population growth and the relative contributions of unwanted fertility, desire for large family size and population momentum to this growth.

(a) With reference to Figure 7,

(i) state the total expected population size for the year 2050. (1)

(ii) identify which of the three factors are expected to account for the highest proportion of the increase in total population growth between 1995 and 2100. (1)

(iii) calculate the potential percentage decrease in population for the year 2100 if efficient birth control had been practised since 1995. (1)

(b) Explain the reasons for either unwanted fertility or desire for large family size in a named country. (3)

(c) Suggest two factors which may limit total population growth in the future. (2)

Paper 2Paper 2 consists of two sections, A and B.

In section A, students will be provided with a range of data in a variety of forms relating to a specific case study. Students are required to make reasoned and balanced judgments by analysing this data.

In section B, students are required to answer two structured essay questions from a choice of four.

Example exam questionESS paper 2

Section A

Answer all of Section A in the spaces provided.

The resource booklet provides information on Glen Canyon Dam on the Colorado River, in the United States.Use the resource booklet and your own studies to answer the following.

1. (a) Describe the purpose of an Environmental Impact Assessment (EIA) (2)

(b) At the time of construction of Glen Canyon Dam no EIA was undertaken. Outline, giving reasons, three variables which should have been measured as part of a baseline study prior to starting construction. (3)

c) With reference to Figure 5 and other resources in the booklet describe and explain how water discharge and suspended sediment discharge changed as a result of the construction of dams along the Colorado River. (5)

d) Use the resource booklet to complete the table below to show how abiotic conditions have changed as a result of the construction of Glen Canyon Dam.

(3)

e) Identify a non-native species now present within the Colorado River because of the construction of Glen Canyon Dam, and suggest possible impacts this might have on native species. (3)

f) Discuss, using evidence from the resource booklet, why the decision to construct dams along the Colorado River could be described as a “technocentric” approach to resource management. (3)

g) With reference to the checklist for “good” dams in Figure 8 and the information from the resource booklet, justify to what extent you consider Glen Canyon Dam to be a “good” dam. (6)

SECTION BAnswer two questions. Write your answers on the answer sheets provided. Write your session number on each answer sheet, and attach them to this examination paper and your cover sheet using the tag provided.Each essay is marked out of [20] of which [2] are for clarity of expression, structure and development ofideas:[0] Quality of expression, structure and development is poor.[1] Quality of expression, structure and development is limited.[2] Quality of expression is clear, structure is good and ideas are well developed.

2. (a) Evaluate the role of socio-cultural factors in the development of different food production systems. [8](b) Compare the attitudes towards the natural environment of two named contrasting societies, and discuss the consequences of these attitudes to the way in which naturalresources are used. [10]

Expression of ideas [2]

3. (a) Outline the general principles behind the World Conservation Strategy. [4]

(b) Compare and evaluate the role of global and local approaches to environmental problem solving. Support your answer with examples. [8](c) Justify the importance of the scientific study of small-scale local ecosystems inenvironmental problem solving. Support your answer with examples. [6]

Expression of ideas [2]

4. (a) Describe the typical features of a climax community. [4](b) 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 [2]

Command Terms with definitions

Objective 1: Demonstrate an understanding of information, terminology, concepts, methodologies and skills with regard to

environmental issues.

Command Term

Definition

Define Give the precise meaning of a word, phrase, concept or physical quantity.

Draw Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.

Label Add labels to a diagram.List Give a sequence of brief answers with no explanation.Measure Obtain a value for a quantity.State Give a specific name, value or other brief answer without

explanation or calculation.

Objective 2: Apply and use information, terminology, concepts, methodologies and skills with regard to environmental issues.Command Term

Definition

Annotate Add brief notes to a diagram or graph.Apply Use an idea, equation, principle, theory or law in relation

to a given problem or issue.Calculate Obtain a numerical answer showing the relevant stages of

working.Describe Give a detailed account.Distinguish Make clear the differences between two or more concepts

or items.Estimate Obtain an approximate value.Identify Provide an answer from a number of possibilities.Outline Give a brief account or summary.

Objective 3, 4 and 53. Synthesize, analyse and evaluate research questions, hypotheses, methods and scientific explanations with regard to environmental issues.4. Using a holistic approach, make reasoned and balanced judgments using appropriate economic, historical, cultural, socio-political and scientific sources.5. Articulate and justify a personal viewpoint on environmental issues with reasoned argument while appreciating alternative viewpoints, including the perceptions of different cultures.

Command Term

Definition

Analyse Break down in order to bring out the essential elements or structure.

Comment Give a judgment based on a given statement or result of a calculation.

Compare and contrast

Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.

Construct Display information in a diagrammatic or logical form.Deduce Reach a conclusion from the information given.Derive Manipulate a mathematical relationship to give a new

equation or relationship.Design Produce a plan, simulation or model.Determine Obtain the only possible answer.Discuss 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.

Evaluate Make an appraisal by weighing up the strengths and limitations.

Explain Give a detailed account, including reasons or causes.Justify Give valid reasons or evidence to support an answer or

conclusion.Predict Give an expected result.Solve Obtain the answer(s) using algebraic and/or numerical

methods and/or graphical methods.Suggest Propose a solution, hypothesis or other possible answer.