Unit 3: Biodiversity, Conservation and Change
Topic 3.3: Threats to Biodiversity Questions
Practice 20 exam-style questions for IB ESS Topic 3.3. Review the question stems below, then unlock the full Question Bank to access markschemes, model answers, and AI grading.
1identify1 mark
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Rangers discover traps set in a protected forest to catch wildlife for meat and trade. Identify one direct threat to biodiversity shown in this scenario.
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A river fishery is open to anyone. Each fisher increases their catch because they worry others will take the fish first. Define the term tragedy of the commons.
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Describe two methods that could be used to confirm the presence of a snow leopard (Panthera uncia) in a mountainous region.
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Define the term conservation status.
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A species is described as widespread and common with a stable population trend. Identify the most likely IUCN category.
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A zoo runs a breeding programme for a species that no longer survives in its natural habitat. Identify the IUCN category that best matches this situation.
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A student uses an app to record butterfly sightings each weekend and uploads photos with locations. Identify the type of activity this represents and state one benefit for conservation.
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State which organisation publishes the IUCN Red List of Threatened Species.
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A government introduces strict penalties for illegal hunting and creates a protected area for an endangered antelope. Outline two roles of governments in conserving biodiversity.
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Explain why conservation status can help governments decide how to use limited conservation funding.
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In a savanna, illegal collectors capture wild parrots to sell as pets. Explain why the illegal pet trade can reduce biodiversity beyond the targeted species.
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State which IUCN category describes a species that survives only in captivity or cultivation.
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In a tropical rainforest, trees are cleared to create farmland. Outline two reasons why local biodiversity is likely to decrease.
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Table 2 shows five species and their IUCN categories.
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Identify two factors that can be used to assess a species' conservation status.
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Table 2 shows information used to assess three species for the IUCN Red List.
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State one reason why a species may move from Endangered (EN) to Vulnerable (VU) over time.
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A local community begins mining in a forested area. The population of a large primate species drops and becomes isolated into two small groups. Suggest one reason why small populations struggle to recover.
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Distinguish between direct and indirect threats to biodiversity using one example of each.
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