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NotesESSTopic 3.1
Unit 3 · Biodiversity and Conservation · Topic 3.1

IB ESS — Biodiversity and evolution

Topic 3.1 defines biodiversity at the genetic, species, and ecosystem levels and explains why it matters for ecosystem stability and human well-being. Students learn about biodiversity hotspots, the relationship between biodiversity and ecosystem services, and methods for measuring species diversity.

3.1 FlashcardsExam technique guidePractice questions

Key concepts in Biodiversity and evolution

Key Idea: Most marks in topic 3.1 come from speciation, measuring diversity with Simpson's index, and natural selection. Learn those first.

1. Speciation (most marks)

  • Populations are separated, for example when plate tectonics splits a land mass.
  • Each population meets different selection pressures and changes by natural selection.
  • Over time they can no longer interbreed: they are separate species.
  • Islands such as Madagascar have many endemic species, found nowhere else.

2. Measuring biodiversity

  • Simpson's reciprocal index: D = N(N − 1) ÷ Σn(n − 1).
  • N is all individuals; n is the number of one species.
  • A higher D means higher diversity.
  • Diversity combines richness (how many species) and evenness (how equal their numbers).

3. Natural selection

  • Variation: individuals differ.
  • Overproduction and competition for limited resources.
  • The best adapted survive and reproduce.
  • They pass on their genes, so the population changes over generations.

How it is examined:

QuestionHow to score
[1] to [2] Calculate Simpson's reciprocal indexFormula first, then the numbers, then the answer.
[2] to [4] Outline how natural selection worksVariation, competition, survival, reproduction, inheritance.
[4] Outline the levels of biodiversityGenetic, species and habitat diversity, each defined.
[7] Explain how plate tectonics leads to speciationSeparation, different pressures, selection, can't interbreed.
[2] to [4] Explain why diversity gives resilienceMore species and genes: more ways to survive a disturbance.

Key terms, one line each:

TermIn one line
Biodiversitythe variety of life at three levels: genetic, species and habitat
Species richnessthe number of different species in an area
Species evennesshow equal the numbers of each species are
Natural selectionthe better adapted survive, reproduce and pass on their genes
Speciationthe formation of a new species through evolution
Endemic speciesa species found in only one place

Last-minute check: answer, then tap to see.

Name the three levels of biodiversity. Genetic, species and habitat diversity.

What does a higher Simpson's index mean? Higher diversity.

Why does separation lead to new species? Each group meets different pressures and changes until they cannot interbreed.

Why does higher diversity make an ecosystem more resilient? More species and genes, so some survive a disturbance.

Which comes first in natural selection? Variation between individuals.

IB-style questionExplain[4 marks]

About 3 million years ago, the Isthmus of Panama rose and separated the Caribbean Sea from the Pacific Ocean. Explain how this could have led to the formation of new species of snapping shrimp.

Model answer plan

See the mark-by-mark plan — for / against / judgement, with marking guidance — in study mode.

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Exam tips

  • In a Simpson's calculation, write the formula first, then the numbers, then D.
  • Name the steps of natural selection in order: variation, competition, survival, inheritance.
  • For speciation, the key idea is that the groups can no longer interbreed.
  • Name a real example: Madagascar, the Galápagos, the Isthmus of Panama.

What you'll learn in Topic 3.1

  • 3.1.1 Biodiversity and its three levels
  • 3.1.2 Diversity and resilience
  • 3.1.3 Biodiversity arises from evolution
  • 3.1.4 Natural selection drives evolution
  • 3.1.5 How natural selection works
  • 3.1.6 Speciation
  • 3.1.7 Richness and evenness
  • 3.1.8 Measuring biodiversity
  • 3.1.9 Protecting Biodiversity

Exam relevance

ESS is assessed through Paper 1 (case study) and Paper 2 (short answer & structured questions). Concepts from this topic may appear in either paper, often combined with data analysis or real-world examples.

Suggested study order: Read the notes for each sub-topic below → test yourself with flashcards → attempt practice questions → review exam technique.

Study resources — 3.1 Biodiversity and evolution

3.1.1

Biodiversity and its three levels

NotesFlashcards
3.1.2

Diversity and resilience

Notes
3.1.3

Biodiversity arises from evolution

Notes
3.1.4

Natural selection drives evolution

NotesFlashcards
3.1.5

How natural selection works

Notes
3.1.6

Speciation

Notes
3.1.7

Richness and evenness

Notes
3.1.8

Measuring biodiversity

NotesFlashcards
3.1.9

Protecting Biodiversity

NotesFlashcards

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Topic 3.1 Biodiversity and evolution forms a core part of Unit 3: Biodiversity and Conservation in IB ESS. Mastering these concepts will strengthen your understanding of connected topics across the syllabus and prepare you for exam questions that require analysis, evaluation, and real-world application.

Frequently asked questions

What does Topic 3.1 Biodiversity and evolution cover in IB ESS?
Topic 3.1 covers biodiversity and evolution as part of the IB ESS syllabus. Students learn key concepts, definitions, and real-world examples that are tested in Paper 1 and Paper 2 exams.
How should I revise Biodiversity and evolution for IB ESS exams?
Start by reading the micro-topic notes to understand each concept, then use flashcards to memorise key terms. Practise exam-style questions to apply your knowledge under timed conditions and review the marking criteria.
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2.6 Human impact on ecosystems (to redistribute to Topics 3 & 6)
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3.2 Human impact on biodiversity
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