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Task 4 conservation_methods_ibstyle_questions

The document contains IB style questions focused on conservation methods, specifically comparing in-situ and ex-situ conservation. It also discusses the benefits of wildlife corridors between nature reserves in South Africa and the edge effect on species within smaller reserves. Additionally, it outlines the role of captive breeding in restoring populations of endangered species like Rhinos to their historical habitats.

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7xomega
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4 views

Task 4 conservation_methods_ibstyle_questions

The document contains IB style questions focused on conservation methods, specifically comparing in-situ and ex-situ conservation. It also discusses the benefits of wildlife corridors between nature reserves in South Africa and the edge effect on species within smaller reserves. Additionally, it outlines the role of captive breeding in restoring populations of endangered species like Rhinos to their historical habitats.

Uploaded by

7xomega
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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IB style questions on conservation methods

1. Compare and contrast in-situ conservation with ex-situ conservation.

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2. The map below shows three nature reserves in South Africa, Entabeni, Boomdraai, and
Nylsvley.

a) Describe how the creation of wildlife corridors between Entabeni and Boomdraai would
benefit these two reserves.

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© David Faure, InThinking www.thinkib.net/biology 1


IB style questions on conservation methods

b) The smaller the size of a reserve the greater the importance of the edge effect on the
species in the reserve. Explain the consequences of edge effect on the species of the
Nylsvley reserve.

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3) Captive breeding of Rhinos has been considered to conserve this iconic endangered
species in some areas of south Africa.
Outline the way in which captive breeding helps to restore a population of animals to an
area where the species was historically distributed.
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……………………………………………………………………………………………………………………………….. (3)

© David Faure, InThinking www.thinkib.net/biology 2

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