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 and Understanding
A systems approach is a way of visualizing a complex set of interactions which may be ecological or societal.
These interactions produce the emergent properties of the system.
The concept of a system can be applied at a range of scales.
A system is comprised of storages and flows.
The flows provide inputs and outputs of energy and matter.
The flows are processes that may be either transfers (a change in location) or transformations (a change in the chemical nature, a change in state or a change in energy).
In system diagrams, storages are usually represented as rectangular boxes and flows as arrows, with the direction of each arrow indicating the direction of each flow. The size of the boxes and the arrows may be representative of the size/magnitude of the storage or flow.
An open system exchanges both energy and matter across its boundary while a closed system exchanges only energy across its boundary.
An isolated system is a hypothetical concept in which neither energy nor matter is exchanged across the boundary.
Ecosystems are open systems; closed systems only exist experimentally, although the global geochemical cycles approximate to closed systems.
A model is a simplified version of reality and can be used to understand how a system works and to predict how it will respond to change.
A model inevitably involves some approximation and therefore loss of accuracy.
Applications and Skills
Construct a system diagram or a model from a given set of information.
Evaluate the use of models as a tool in a given situation, for example, climate change predictions.
Guidance
A systems approach should be taken for all the topics covered in the ESS course.
Biosphere refers to the part of the Earth inhabited by organisms that extends from the upper parts of the atmosphere to deep within the Earth’s crust.
Students should interpret given system diagrams and use data to produce their own for a variety of examples, such as carbon cycling, food production and soil systems.
Students are NOT expected to know any particular system diagram symbols such as those of Odum or Sankey.
Key Vocabulary
Here
Textbook Reading and/or Activities
Pages 1-4, 9-13
Exercises (p.12)
Practice Questions (p.12-13)
Notes
i-Biology Notes (Not available)
A detailed set of notes, created by Stephen Taylor, examining UX - UY and AX - AY.
i-Biology Study Questions (Not available)
A series of questions, created by Stephen Taylor, to help check your understanding of the IB learning expectations. This is VERY GOOD practice.
Bioknowledgy Notes (Not available)
A detailed set of notes, created by Chris Paine, examining all of the IB learning expectations.
Bioknowledgy Study Questions (Not available)
A series of questions, created by Chris Paine, to help check your understanding of the IB learning expectations. This is VERY GOOD practice.
Learning Activities
Resource
Description
Supplemental Reading
Resource
Description
This video outlines the Daisyworld model that illustrates how our planet is governed by feedback loops.
This video demonstrates how a hummingbird is able to manage high winds and rain as it flies and gathers food. The wind tunnel enables scientists to model their flight processes.
This video outlines the concepts examined throughout the K&U section of this page.
Should Watch Videos
This video outlines concepts K&U 1-12 and A&S 1.
Must Watch Videos