Embedded Files
ENVIRONMENTAL SYSTEMS AND SOCIETIES (ESS)
Standard Level only
Nature of Subject
ESS is an interdisciplinary group 3 and 4 course that is offered only at standard level (SL). As an interdisciplinary course, ESS is designed to combine the methodology, techniques and knowledge associated with group 4 (sciences) with those associated with group 3 (individuals and societies). Ressu students can study ESS and have it count as either a group 3 or a group 4 course.
On one hand, ESS allows the students to scientifically explore the structure and function of environmental systems. On the other hand, they will study cultural, economic, ethical, political and social interactions of societies with the environment. As a result, the students will perform research and investigations as well as participate in philosophical discussion.
ESS promotes holistic thinking about environmental issues, environmental understanding and problem-solving. The students are encouraged to develop solutions from a personal to a community and to a global scale. Local ecosystems as well as global environmental issues are discussed, as well as the role of many international organisations and agreements.
Students will critically examine and develop their own value systems and also become acquainted with the diverse range of value systems of people from different cultures and backgrounds. Understanding the many challenges involved will help the students to consider the actions required for effective guardianship of the planet and sustainable use of shared resources.
Aims and objectives
These objectives reflect how the aims of the course are assessed. Students should achieve the following objectives:
Demonstrate knowledge and understanding of relevant:
facts and concepts
methodologies and techniques
values and attitudes.
Apply this knowledge and understanding in the analysis of:
explanations, concepts and theories
data and models
case studies in unfamiliar contexts
arguments and value systems.
Evaluate, justify and synthesize, as appropriate:
explanations, theories and models
arguments and proposed solutions
methods of fieldwork and investigation
cultural viewpoints and value systems.
Engage with investigations of environmental and societal issues at the local and global level through:
evaluating the political, economic and social contexts of issues
selecting and applying the appropriate research and practical skills necessary to carry out investigations
suggesting collaborative and innovative solutions that demonstrate awareness and respect for the cultural differences and value systems of others.
Syllabus outline (150 hours)
Core content (120 hours)
Topic 1—Foundations of environmental systems and societies (16 hours)
Topic 2—Ecosystems and ecology (25 hours)
Topic 3—Biodiversity and conservation (13hours)
Topic 4—Water and aquatic food production systems and societies (15 hours)
Topic 5—Soil systems and terrestrial food production systems and societies (12 hours)
Topic 6—Atmospheric systems and societies (10 hours)
Topic 7—Climate change and energy production (13 hours)
Topic 8—Human systems and resource use (16 hours)
Practical scheme of work (30 hours)
----
Practical activities (20 hours) + Individual investigation (10 hours)
Assessment
External assessment (3 hours) 75%
Paper 1
(1 hour)
Case study (35 marks)
Students will be provided with a range of data in a variety of forms relating to a specific, previously unseen case study.
Questions will be based on the analysis and evaluation of the data in the case study.
All of the questions are compulsory.
The questions test assessment objectives 1, 2 and 3.
25%
Paper 2
(2 hours)
Paper 2 consists of two sections, A and B.
Section A (25 marks) is made up of short-answer and data-based questions.
Section B (40 marks) requires students to answer two structured essay questions from a choice of four. Each question is worth 20 marks.
The questions test assessment objectives 1, 2 and 3.
50%
Internal assessment (10 hours) 25%
The completion of an individual investigation of an ESS research question that has been designed and implemented by the student. The investigation is submitted as a written report.
25%
ESS and TOK
The study of ESS provides many possibilities to reflect on TOK-related questions and issues:
How do we distinguish science from pseudoscience?
How does a systems approach enhance our understanding of environmental issues?
How does knowledge of environmental systems progress?
The atmosphere is a dynamic system—how should we react when we have evidence that does not fit with an existing theory?
What is the role of imagination and intuition in a systems approach?
What are the similarities and differences in the methods of gaining knowledge in the natural sciences and in the human sciences?
How does emotion impact on our perception and understanding of environmental issues?
Page updated
Report abuse