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100+ Free IB ESS SL Practice Questions

Pass your IB Diploma Environmental Systems and Societies Standard Level exam on the first try — instant access, no signup required.

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Approximately what proportion of food produced for human consumption is lost or wasted globally each year (FAO)?

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2026 Statistics

Key Facts: IB ESS SL Exam

25%

Internal Assessment weighting

IB ESS subject guide

150 hours

Recommended teaching time SL

IB ESS subject guide

8 topics

Syllabus content areas

IB ESS subject guide

100

Free practice questions here

OpenExamPrep

IB ESS SL is assessed via Paper 1 (case study booklet, 1 hour, 25%), Paper 2 (Section A short-answer + Section B structured essays, 2 hours, 50%) and an Internal Assessment individual investigation worth 25%. The trans-disciplinary syllabus spans eight topics from systems thinking to climate change, human systems and resource use.

Sample IB ESS SL Practice Questions

Try these sample questions to test your IB ESS SL exam readiness. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1In the systems approach used in IB ESS, what defines an open system?
A.It exchanges both energy and matter with its surroundings
B.It exchanges energy but not matter with its surroundings
C.It exchanges matter but not energy with its surroundings
D.It exchanges neither energy nor matter with its surroundings
Explanation: An open system exchanges both energy and matter across its boundary. Most natural ecosystems are open, taking in sunlight and nutrients and releasing heat and waste.
2Earth as a whole is most commonly modelled in ESS as which type of system?
A.Closed system
B.Open system
C.Isolated system
D.Static system
Explanation: Earth receives solar energy and radiates heat back to space, but the total amount of matter remains essentially constant (apart from negligible meteor input). It is therefore treated as a closed system.
3Which statement best describes the second law of thermodynamics applied to ecosystems?
A.Energy is degraded to lower-quality forms (often heat) at each transfer, increasing entropy
B.Energy can be created and destroyed within ecosystems
C.Energy is transferred at 100% efficiency between trophic levels
D.Matter, not energy, is lost at each trophic level
Explanation: The second law states that in any energy transfer or transformation entropy increases and useful energy is lost, typically as heat. This is why food chains shorten and trophic pyramids narrow at higher levels.
4A small increase in global temperature causes Arctic ice to melt, lowering Earth's albedo and causing further warming. This is best described as:
A.Positive feedback loop
B.Negative feedback loop
C.Steady-state equilibrium
D.Tipping point only
Explanation: Positive feedback amplifies the initial change: warming reduces ice cover, which reduces reflectivity (albedo), which absorbs more heat and amplifies warming. Such loops destabilise systems.
5Which is an example of negative feedback in a natural environmental system?
A.Predator population rises, reducing prey, which then reduces predator numbers
B.Melting permafrost releases methane, causing further warming and more melting
C.Forest loss reduces evapotranspiration, lowering rainfall and accelerating forest loss
D.Coral bleaching kills algae, reducing the reef's ability to recover and bleaching more coral
Explanation: Negative feedback counteracts the original change to return the system toward equilibrium. The classic Lotka-Volterra predator-prey oscillation is a textbook example of negative feedback maintaining balance.
6Which environmental value system (EVS) places intrinsic value on nature regardless of human use?
A.Ecocentric
B.Anthropocentric
C.Technocentric
D.Cornucopian
Explanation: Ecocentrism views nature as having inherent worth independent of any usefulness to humans. It prioritises minimum disturbance and biorights for non-human species.
7Which philosophy most closely matches a technocentric environmental value system?
A.Confidence that technology and economic growth can solve environmental problems
B.Deep ecology and the intrinsic worth of all species
C.Self-sufficiency and minimal use of resources
D.Indigenous stewardship and traditional ecological knowledge
Explanation: Technocentrism trusts science, engineering and markets to manage natural systems and resolve environmental crises through innovation and management. Cornucopians sit at the most optimistic end.
8The Brundtland Report (1987) defined sustainable development as development that:
A.Meets the needs of the present without compromising the ability of future generations to meet their own needs
B.Maximises economic growth using all available resources
C.Returns ecosystems to their pre-industrial state
D.Prioritises environmental protection above all human needs
Explanation: The 1987 Our Common Future report by the World Commission on Environment and Development (Brundtland Commission) coined this widely cited definition, balancing intergenerational equity with present needs.
9In a transformation, matter or energy:
A.Changes from one form to another (e.g. light energy to chemical energy)
B.Moves from one location to another with no change in form
C.Is destroyed entirely as it crosses a system boundary
D.Is created spontaneously inside the system
Explanation: A transformation is a change in form: photosynthesis transforms light energy into chemical energy stored in glucose. A transfer, by contrast, moves matter or energy without changing its form.
10Which of the following is a transfer rather than a transformation?
A.Water flowing along a river to the sea
B.Photosynthesis converting light into glucose
C.Combustion converting chemical energy to heat and light
D.Respiration converting glucose to ATP
Explanation: Water flowing downstream is a movement of matter with no change in form, making it a transfer. The other three processes all change the form of energy or matter.

About the IB ESS SL Exam

IB Diploma Environmental Systems and Societies (ESS) Standard Level is a transdisciplinary course that satisfies either Group 3 (Individuals and Societies) or Group 4 (Sciences) requirements. The eight-topic syllabus combines scientific analysis with social, political and ethical perspectives. Assessment combines Paper 1 (case study), Paper 2 (short-answer and structured essays), and an Internal Assessment individual investigation.

Questions

100 scored questions

Time Limit

Paper 1: 1 hour, Paper 2: 2 hours, plus Internal Assessment

Passing Score

Grade 4 commonly used as a pass; grades 1-7 awarded (7 highest)

Exam Fee

School-set entry fee (varies by school and country) (International Baccalaureate Organization (IBO))

IB ESS SL Exam Content Outline

~10%

1: Foundations of ESS

Systems approach (open, closed, isolated systems), first and second laws of thermodynamics applied to environmental systems, energy and matter transfers and transformations, positive vs negative feedback loops with environmental examples, environmental value systems (anthropocentric, ecocentric, technocentric), Brundtland (1987) definition of sustainable development

~15%

2: Ecosystems and Ecology

Biotic vs abiotic factors, community vs population vs ecosystem vs biome, trophic levels (producers, primary/secondary/tertiary consumers), food chains and food webs, pyramids of numbers/biomass/energy, GPP vs NPP, secondary productivity, 10% energy transfer rule, water/carbon/nitrogen/phosphorus cycles, primary vs secondary succession, climax community, zonation, sampling (quadrats, line and belt transects, Lincoln Index), Simpson's diversity index

~12%

3: Biodiversity and Conservation

Genetic, species and ecosystem diversity, species richness vs evenness, ecological/economic/ethical/aesthetic/cultural value of biodiversity, Myers (2000) and Conservation International biodiversity hotspots, habitat loss/overexploitation/pollution/invasive species/climate change threats, IUCN Red List categories, CITES, in-situ conservation (national parks, MPAs, Ramsar, UNESCO MAB biosphere reserves) vs ex-situ (zoos, Svalbard and Kew seed banks, botanic gardens, captive breeding), flagship/keystone/umbrella species

~10%

4: Water

Hydrological cycle, thermohaline circulation, water demand and supply, surface water/groundwater/glaciers/desalination, agricultural/industrial/domestic uses, transboundary disputes (Nile, Mekong, Jordan), eutrophication causes (fertiliser runoff) and effects (algal bloom, dead zones), BOD biological oxygen demand, aquatic food production sustainability, MSY maximum sustainable yield, aquaculture, bycatch, Aral Sea, Three Gorges Dam, Pacific gyre plastic patch

~10%

5: Soil and Terrestrial Food Production

Soil composition (mineral/organic/water/air), A/B/C horizons, sandy/clay/loam soil types, degradation (erosion, compaction, salination, contamination), conservation (terracing, agroforestry, crop rotation, contour ploughing, cover crops), subsistence vs commercial and intensive vs extensive systems, arable vs pastoral, Green Revolution and GM crops, meat industry impacts, food waste, food security

~10%

6: Atmospheric Systems

Troposphere and stratosphere structure, stratospheric ozone formation (O2 to 2O to O3), CFC catalytic destruction, Montreal Protocol 1987, Antarctic ozone hole and recovery projections, tropospheric primary (SO2, NOx, CO, PM10/PM2.5, VOCs) vs secondary (acid rain, ground-level ozone, smog) pollutants, sources (vehicles, industry, agriculture), health/ecosystem/building effects, management (emissions standards, catalytic converters, scrubbers, electric vehicles)

~15%

7: Climate Change and Energy

Natural vs enhanced greenhouse effect, GHGs (CO2, CH4, N2O, water vapour, CFCs) and global warming potential, fossil fuel/deforestation/agriculture sources, evidence (temperature records, ice cores, glacier retreat, sea level), impacts (sea level rise, extreme weather, biodiversity, agriculture, ocean acidification), Kyoto 1997, Paris 2015 1.5C target, IPCC, COP, energy security, non-renewable (fossil fuels, nuclear) vs renewable (solar, wind, hydro, geothermal, biomass, wave, tidal), energy efficiency

~18%

8: Human Systems and Resource Use

Demographic transition model stages, youthful/mature/ageing population pyramids, ecological footprint (MEDC vs LEDC), biocapacity, solid domestic waste (landfill methane, incineration, recycling, composting), e-waste, circular vs linear economy, environmental impact assessment (EIA), Rockstrom planetary boundaries, Costa Rica and Galapagos ecotourism, sustainable urban planning

How to Pass the IB ESS SL Exam

What You Need to Know

  • Passing score: Grade 4 commonly used as a pass; grades 1-7 awarded (7 highest)
  • Exam length: 100 questions
  • Time limit: Paper 1: 1 hour, Paper 2: 2 hours, plus Internal Assessment
  • Exam fee: School-set entry fee (varies by school and country)

Keys to Passing

  • Complete 500+ practice questions
  • Score 80%+ consistently before scheduling
  • Focus on highest-weighted sections
  • Use our AI tutor for tough concepts

IB ESS SL Study Tips from Top Performers

1Use IB command terms precisely (state, outline, describe, explain, evaluate, discuss) — markschemes reward the depth and structure they demand
2Memorise the named case studies in the syllabus (Aral Sea, Three Gorges, Montreal Protocol, Costa Rica ecotourism, Galapagos) — examiners credit specific examples over generic answers
3Practise drawing systems diagrams with flows (arrows) and storages (boxes) for energy, carbon and nitrogen — these recur in Paper 2
4Prepare to apply environmental value systems (ecocentric, anthropocentric, technocentric) to any issue — perspectives questions appear in every Paper 2

Frequently Asked Questions

Is IB ESS a Group 3 or Group 4 subject?

ESS is the IB Diploma's only transdisciplinary subject. Students can register it as either a Group 3 (Individuals and Societies) or Group 4 (Sciences) course, satisfying one of those Group requirements with a single subject.

How is IB ESS SL assessed?

Assessment is Paper 1 (case study booklet with structured questions, 1 hour, 25%), Paper 2 (Section A short-answer plus Section B structured essays, 2 hours, 50%) and an Internal Assessment individual investigation worth 25% of the final grade.

Is IB ESS only offered at Standard Level?

ESS has historically been a Standard-Level-only course. An HL version was introduced under the new syllabus first examined in 2026, but most schools continue to offer the SL pathway as a single-year-equivalent transdisciplinary subject.

When are IB ESS exams sat?

IB Diploma exams are held in May (Northern Hemisphere schools) and November (Southern Hemisphere schools). Results are released in early July or early January respectively, with grades reported on a 1-7 scale.