EE presentation24-02

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a) Do more research on your EE Topic, and
b) Try to build an interesting RQ that you will show and discuss with your EE Supervisor.

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EE presentation24-02

  1. 1. EXTENDED ESSAYWORKSHOP FOR GRADE 11 2011-2012 Mr. Alain Navarrete 1
  2. 2. ¿Qué es un ¿Por qué es importante el «Extended Essay»?«Extended Essay»? Es un requerimiento delEs una investigación Programa de Diploma.original sobre un temaespecífico de Ayuda a desarrollar el aprendizaje y el trabajosignificación Local y/o Independiente.Global. Desarrolla y mejora lasRealizado en uno de los habilidades ycursos elegidos por el competencias dealumno y con la investigación, comunicación escritas,guía y supervisión de un pensamiento crítico,profesor. pensamiento creativo y reflexivo.Es un escrito de 4000palabras como máximo Refuerza el sentido deelaborado el lenguaje Interculturalidad .formal. Promueve el trabajo interdisciplinario.Supone un trabajo de 40horas de Investigación y Los prepara las exigenciastrabajo independiente. del trabajo universitario.
  3. 3. 5
  4. 4. Environmental Choosing the Subject Area MathematicsChemistry French
  5. 5. Choice offered & Possible Supervisors Language 1 Language 2 ITGS Español English Miss Sandra Carbajal  Mr. Ian Raitt  Mr. Luis Sifuentes Mr. Wagner Del Castillo  Mr. James Norbury  Mr. René Torres Miss Tania Perez  Miss Zoe Shapiro  Miss Vanessa Carpio  Miss Ursula Tello  Miss Alice Leeder Humanities Sciences  Mr Peter Llanos  Mr. Alain Navarrete  Mr. Russell Ormes  Miss Rosa Castillo  Mr. Jason Fowler  Miss Mariela Mazza  Miss Patricia Villafana  Mr. Ian McFarlane  Mr. Christopher Slater  Mr. Dominic Bates  Miss Luzma Bruce 7
  6. 6. EE SUPERVISORS• A supervisor is a school teacher chosen by the IB DP candidate.• Under normal circumstances a supervisor can supervise up to 3 extended essays.• The duty of the supervisor is to ADVICE AND GUIDE the candidate throughout the process.• It is NOT the supervisor’s duty to “chase” the candidate around school.• The supervisor is especially important and of great help in the initial phase of the work, when elaborating the research question. 8
  7. 7. Getting started!!!USEFUL TIPS!!!1. Define the IB Subject2. Within the IB Subject identify a topic or theme which interest you. (Looking at the IB Syllabus of your chosen subject can help).3. Identify in the topic or theme something that has not been investigated or it is still not totally resolved or something that could be interesting to investigate in the school or in Lima.4. Think of an Investigation Idea that you could take and try to write down an interesting and attractive Research Question (RQ).5. Try changing the way you have written down your RQ until you find one way that really makes you feel excited about it.6. Discuss your RQ with your EE Supervisor and determine if it is feasible (possible to do it). What sources or resources would you need? Are they available in the school or can we get them without major inconveniences and delays? Time matters!!!
  8. 8. Some Research Question forms (1)What are the role and significance of …… in ……….?How is the subject of …… treated in …..?How does ………. shape the features of ……. in ……..?What is the nature of ……. on ………? Does …… share the same point of view on ……. as ……. In …….? How does …… present the role of ….. in the work of ……? How does …. present the subject of ….. in his/her ……? To what extend the …… context during ….. shaped the main character(s) in the work of …….?
  9. 9. Some Research Question forms (2) What is the effect of ……. on …….? An assessment of the effect of …. on …. A comparison between …… and ….. How has the ….. affected the …… in/during …….? Which theory best explains the ….. in/during ……? Why theories /explanations on …. have change since …..? How has the introduction of …. has impaired/improved the …….?REMEMBER: You and your Supervisor will meet in order to revise andimprove your Research Question making sure your investigation is feasible.
  10. 10. Searching for Sources of information (1)• http://www.questia.com/
  11. 11. PARTS OF THE EXTENDED ESSAY• COVER PAGE • Title of the Extended Essay that can be the Research Question!!! • Student’s name and code • IB Subject • Number of words 13
  12. 12. PARTS OF THE EXTENDED ESSAY• ABSTRACT • A synopsis of the Extended Essay. • No more than 300 words. • Not part of the word count. • Should state the research question, the scope of the investigation and the conclusions. • Should be written once the Conclusions have bee written. • Page not numbered. 14
  13. 13. PARTS OF THE EXTENDED ESSAY• ACKNOWLEDGEMENTS • Optional • Not part of the word count Acknowledgements • But it is important to show gratitude andThis work is dedicated to my parents who encouraged me to continue giving my best in moments when I found things difficult and to my supervisor for acknowledment toguiding me patiently and for teaching me important things I will never forget. whom helped us. 15
  14. 14. PARTS OF THE EXTENDED ESSAY • CONTENT PAGE Table of Contents • Shows the “Table of Contents” Introduction Pag. 5 • Shows the structure of Body 6 the essay.1.2. What is solid waste? What is the composition of solid waste in a typical school? 6 6 • Shows a logic3. Why is it important to reduce solid waste production? 8 sequence in which the4.5. How is the solid waste managed in my local community? How does solid waste management insert into the environmentally friendly 9 information is going to 10 operation of a school? be presented.6. What is the role of Education for sustainable development in this green 117. scheme? Scientific Approach 12 • At the beginning of the8. Experimental Results 12 extended essay. • All pages must be 9. Conclusions, Evaluation and final remarks 1510. Bibliography 1711. ANNEXES 20 numbered. 16
  15. 15. PARTS OF THE EXTENDED ESSAY• INTRODUCTION (1)Introduction • Presents the investigation to the reader by describing what The aim of this extended essay is to assess the production of solid waste in myschool both qualitatively and quantitatively and to propose simples, creative and this is about and what scope itpractical ways to reduce it so as to make Hiram Bingham school more environmentally has. • Needs to have a clearly andfriendly and reduce its ecological footprint. What motivated me was (i) the large quantity of bottles I observed in the precisely statement of thegarbage bins every day and (ii) the large amount of waste food children of primaryschool used to leave on their dishes but not less astonishing was to me to observed the research question andhuge amount of trash of all kinds collected by the cleaning personnel of the school at establishes clearly the aim(s)the end of the school day. These two situations made me realized that our school wassomehow responsible for contributing to the large amount of municipal waste we send of the investigation.to the landfill of our city. • Places the topic in an This investigation is important because it will give concrete evidence to the appropriate relevant context.school authorities on the amount and diversity of waste we produce and it will let themknow what school activities account for most waste being produced and what the school • Explains why the topic chosencan do in order to reduce it saving in this way money and improving the sustainability of is interesting or worthy of studythe activities in the school. and what motivated the I hope this investigation could serve as a model which other schools could follow student to choose the specificif they want to know how environmentally friendly they are in regard to the way they topic. • States the importance andoperate not only studying the issue of solid waste but also studying other issues such aswater management, energy management, green areas management, schooltransportation management and even the implementation of alternative forms of energy.If this extended essay could increase the attention of my school community in different possible contributions of theways to live more sustainably then I would feel really happy. investigation 17
  16. 16. PARTS OF THE EXTENDED ESSAY • INTRODUCTION (2) My working hypothesis is based on the fact that knowing the amount of type of • In some cases the solid waste my school produces I will be able to propose practical, simple and creative introduction may state and ways to reduce its production, reuse some of the items and recycle some others. If these actions can make a contribution to reduce the amount of solid waste we produce explain the hypothesis which in my school we will be making a local contribution with global consequences inspired in is intended to test either by the philosophy of “acting locally and thinking globally”. experimentation or by presenting reliable and The general aim of this extended essay is to measure, as much as I can, theamount of solid waste that my school produces every day and to assess the proportion consistent informationof the different types of trash in order to propose simple effective and creative ways in collected from differentwhich our school can reduce solid waste and its inherent ecological footprint. sources. The specific aims of this extended essay are to: • In other cases, when different minor aims can be identified a) measure the quantity (mass) and composition of the solid waste produced in to contribute to answer the Hiram Bingham School. b) assess the factors which affect the quantity and composition of solid waste. research question and test the c) propose simple ways in which our school can reduce the solid waste hypothesis proposed, they produced. may be stated in connection to a more general aim which directly answers the research question. 18
  17. 17. PARTS OF THE EXTENDED ESSAY• BODY (1)  This is the most important part of the essay. The body presents information necessary to support your argumentation and reasoning in order to respond to your research question.  The information presented in the body must be highly relevant to the research question, paraphrased and cited conveniently.  COPY AND PASTE IS PROHIBITEDAND WILL BE PENALISED SEVERELY!!! 19
  18. 18. PARTS OF THE EXTENDED ESSAY• BODY (2) • Chapters are optional. However sub-headings can help organise the information gathered for the argumentation. • Sub-headings can also help the reader understand the argumentation better. • Sub-headings help the students develop their argumentation logically, systematically, gradually and sequentially. • The body presents the information that shapes the answer to your research question. • You must develop your answer to the research question. 20
  19. 19. PARTS OF THE EXTENDED ESSAY• CONCLUSIONS (1) • This is a well-organised and intelligent response to the research question using the information presented in the body. • They must be clearly stated and must describe the results of the argumentation and the analysis of the results. • They must be relevant to and respond to the research question. • If a hypothesis was placed, then the conclusion needs to accept or reject the hypothesis proposed based on the evidence presented in the body. 21
  20. 20. PARTS OF THE EXTENDED ESSAY • They must refer to the• CONCLUSIONS (2) evidence presented in the body and judge (whenever necessary) the validity and consistency of the information/data used so as to evaluate the scope of the conclusion produced. • It is necessary to describe and/or explain the limitations, difficulties or problems encountered during the investigation which prevented you from obtaining sufficient and valid data. • They may indicate issues, unresolved questions, new questions and recommendations for future 22 investigations
  21. 21. PARTS OF THE EXTENDED ESSAYBIBLIOGRAPHY (1) • Includes only the sources USED by the candidate in the body or any other source of information relevant to contrast the final results of the investigation. • Must be put in alphabetical order (surname of authors) • It must follow ONE standardised method (APA, Cambridge, MLA) • Should specify: author/s, year, title, publisher, place of publication, and other relevant information. 23
  22. 22. PARTS OF THE EXTENDED ESSAYBIBLIOGRAPHY (2) • It can also include personal communication, teacher’s class material, interviews and TV/Radio news. • Resources used must be diverse, NOT ONLY WEB SITES. Use books, school textbooks, encyclopaedias, E-encyclopaedias, Magazines, Journals and Annual Reviews, videos, interviews and personal communications. • Try NOT to use Wikipedia!!! 24
  23. 23. How to build the BIBLIOGRAPHY?• THERE ARE MANY WAYS OF DOING IT. BUT you must use only ONE style all through your Extended Essay!!!!! ( ) 25
  24. 24. How to build the BIBLIOGRAPHY? ( ) 26
  25. 25. How to build the BIBLIOGRAPHY? ( ) 27
  26. 26. PARTS OF THE EXTENDED ESSAY• ANNEXES • Appendices must include pictures, photos, diagrams, tables, graphs which you need to use as essential support material of your argumentation. • The SOURCE of these materials must be acknowledge. • Appendices are Optional. • Examiners are not required to read them. • Unless considered essential, complete lists of raw data should not be included. • The essay should not constantly refer to the material in an appendixes as it may disrupt its continuity. 28
  27. 27. • NOW, LET’S GET DOWN TO WORK • HANDS ON!!!• Practice producing your RQ• Practice making your Cover page• Practice Brainstorming what you need to investigate to answer your RQ• Practice outlining the structure of your EE• Practice finding three different sources to answer your RQ – One Book – One Online Journal Article – One Web site – One Video 29
  28. 28. REFERENCES AND PLAGIARISM• PLAGIARISM is when you use the words of another person (written or oral) as if they were yours. This is why COPY AND PASTE IS PROHIBITED.• It’s CHEATING and will be punished with NO DIPLOMA if it is detected. It’s not difficult to detect this. We use a software which searches in the WWW (World Wide Web) every paragraph in your EE and tells as from where you COPY a paragraph.• You must reference ALL sources used in footnotes following one standarised method. You must put all sources in the bibliography. 30
  29. 29. WORD COUNT REMARKS!• You must NOT exceed 4000 words.• If you do so, you will be penalised with 0 on assessment criterion G (Formal presentation).• Quotes are included in the word count.• Examiners are required to count the number of words.• You must not CHEAT when counting. It can be detected easily. 31
  30. 30. FOOT NOTES• When it is the first time you quote a book, the reference must be copied completely adding the page number at the end .• When it is quoted for a second time , you must put the name of the author and Op cit followed by the page number.• (Opus citatum/Opere citato = from the cited work)• If you quote the same source for a third time (without any other source in between) you must write Ibid followed by the page number.• (Ibidem = from the same place) 32
  31. 31. FOOTNOTES• If you quote it for a fourth time (directly below it) and it is the same page you just put ibid. If it is another page then you add the page number to the ibid.• When you quote a source (after the first time) but it is in another page or has other sources in between then you must put the author and then Op cit, followed by the page number. 33
  32. 32. ILLUSTRATIONS• If you include any, they must be well set out and used effectively through the body.• Graphs, diagrams, tables and maps must be well labelled and should be interpreted easily.• All illustrative material should be directly related to the text and acknowledged indicating the SOURCE from where you obtained them. 34
  33. 33. Assessment Criteria for EE• These are the same for ALL subjects.• There are 11 criteria.• They have different weights, therefore you can know which are considered as more important.• You must use the descriptors of each criterion at ALL times when writting the essay. That’s the only way of achieving the higher levels. 35
  34. 34. EE ASSESSMENT CRITERIA• A. Research question (2 points)• B. Introduction (2 points)• C. Investigation (4 points)• D. Knowledge and understanding of the topic studied (4 points)• E. Reasoned argument (4 points)• F. Application of analytical and evaluative skills appropriate to the subject (4 points)• G. Use of language (4 points)• H. Conclusion (2 points)• I: Formal presentation (4 points)• J: Abstract (2 points)• K: Holistic judgment (4 points) 36
  35. 35. The “Viva Voce”• It’s a short interview between the student and the supervisor.• It lasts 10-15 minutes.• The supervisor will write a report to the examiners.• Its purpose is to: – Check on plagiarism or mal practice. – Reflect on successes and difficulties in the research process – Reflect on what has been learned – Aid the supervisors report. 37
  36. 36. EE GRADE BOUNDARIESMARK DESCRIPTION POINTS A EXCELLENT 30-36 B GOOD 25-29 C SATISFACTORY 18-24 D MEDIOCRE 11-17 E ELEMENTARY 0-10 38
  37. 37. EE MARKING FEEDBACK• Your supervisor will assess every draft using the IBO assessment criteria and will give you a mark (points) and a Grade (letter) according to the previous chart.• As you progress in your EE your EE Grade will approach an “A”• But, it depends on you to follow STRICTLY the EE Assessment Criteria as you work on your EE. 39

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