ESS IA Presentation - First Exam 2017

IB Environmental
Systems and societies
PRACTIAL SCHEME CRITERIA
(First exam 2017)

5 Facts about New ESS IA
• IA Compulsory-Diploma or Certificate
• ESS IA is 30 Marks and 25%
• Time allocation 10 hours
• One lab report with 2,250 words(Max)
• 6 criteria for the ESS IA
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ESS IA (First exam 2017)
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CRITERIA FOR
PRACTICALS
PRATICALS30 points
6 Criteria’s
Results, analysis
and conclusion
Discussion and
evaluation
Applicati
ons
6 Marks6 Marks
6 Marks
TOATAL -30 POINTS
Identifying
the
context
Planning Commu
nication
6 Marks 3 Marks 3 Marks
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Time allocation for Practical Work
1. Internal assessment is an integral part of the
environmental systems and societies course,
contributing 25% to the final assessment.
2. Only some of the 10 hours of practical work
need to be allocated to the practical work that
is assessed using the internal assessment
criteria.
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Identifying the
context
(CXT)
Planning
(PLA)
Results, analysis
and conclusion
(RAC)
Discussion and
evaluation
(DEV)
Applications
(APP)
Commu
nication
(COM)
Total
6
(20%)
6
(20%)
6
(20%)
6
(20%)
3
(10%)
3
(10%)
30
(100%)
CRITERIA FOR ESS IA
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Sample Front page of the ESS LAB
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Candidate Subject
Candidate RQ
Detail about candidate and the school
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CONTENT
AIM
RESEARCH QUESTION WITH ENVIRONMENTAL ISSSUE
BACKGROUND INFORMATION
HYPOTHESIS
VARIABLES
METHODOLOGY
PROCEDURE
DATA COLLECTION
DATA PROCESSING
GRAPHS
DISCUSSIONS
EVALUATION
CONCLUSION
SOLUTION TO PROBLEM AND EVALUATION
BIBLIOGRAPHY Gurucharan
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Identifying the context (CXT) (6)
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Achievement
level
Descriptor
0 The student’s report does not reach a standard described by any of the
descriptors given below.
1–2 The student’s report:
 states a research question, but there is a lack of focus
 outlines an environmental issue (either local or global) that is linked
to the research question
 lists connections between the environmental issue (either local or
global) and the research question but there are significant omissions.
 states a relevant research question
 outlines an environmental issue (either local or global) that provides
the context to the research question
 describes connections between the environmental issue (either local
or global) and the research question, but there are omissions.
 States a relevant, coherent and focused research question
 Discusses a relevant environmental issue (either local or global) that
provides the context for the research question
 Explains the connections between the environmental issue (either
local or global) and the research question.
Mark Band
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Identifying the context has following
4 criteria
• AIM
• RESEARCH QUESTION
• INTRODUCTION/BACKGROUND
• HYPOTHESIS
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• States a relevant, coherent and
focused research question/Aim
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AIM
• The aim must reflect the research
question.
• An aim identifies the purpose of the
investigation.
• It is a straightforward expression of
what the researcher is trying to find
out from conducting an investigation
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Sample 1-Aim
Bad aim
• How the species diversity in two places of the
Jim Corbett National park
Good aim :
• The aim of this lab report is to examine the
variations in the species diversity of two areas
of a Jim Corbett region where one of the areas
has high light intensity and the other is
exposed to low sunlight.
More focused RA
Too vague RA
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Sample 2
Bad aim :
• Aim of this report to estimate the quality of life in the
Kyari Kham village
Good Aim :
• The aim of the lab is to investigate and estimate the
villagers’ quality of life in kyari kham. Quality of life is
measured in terms of their educational opportunities,
accessible facilities and technological advancement. It
involves collecting demographics information
regarding Kyari Kham village through conducting
surveys. Gurucharan
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RESEARCH QUESTION
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RESEARCH QUESTION:
• The research question needs to be specific and focused.
• A research question is always stated in question form.
• Think about this very carefully. A poor question would be
“How does phosphorous affect plant growth”.
• A good research question would be “How does changing the
concentration of available phosphorous in irrigation water
affect the growth of the marine grass Sporobolus
virginicus?”.
• Your RQ should link with your environmental issue
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TWO Purposes
• The research question serves two purposes:
• It determines where and what kind of
research the writer will be looking for and
• It identifies the specific objectives the study
or paper will address.
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SAMPLE 1-RQ
• A poor question RQ would be “Species
diversity in the Jim Corbett park ”.
• A good RQ would be “How does species differ
from the site A to site B due to the pH and
temperature difference in in the Jim Corbett
park ,India + Explains the connections
between the environmental issue (either
local or global) and the research question
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SAMPLE 2-RQ
• A poor RQ would be “Environmental
gradient in the in the Jim Corbett park ”.
• Good RQ :
• How does the environmental gradient
change along different areas near a in the Jim
Corbett park based on temperature and the
pH of the water + Explains the connections
between the environmental issue (either
local or global) and the research question
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HYPOTHESIS
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HYPOTHESIS
• An hypothesis ( strictly required and this will
help focus your work)
• A key function in this step in the hypothesis is
deriving predictions from the hypotheses
about the results of future experiments, and
then performing those experiments to see
whether they support the predictions or not.
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Sample hypothesis
• Imagine you have a test at school tomorrow. You
stay out late and see a movie with friends. You
know that when you study the night before, you
get good grades. What do you think will happen
on tomorrow's test?
• Your hypothesis may have been, 'If not studying
lowers test performance and I do not study, then
I will get a low grade on the test.
• When you answered this question, you formed a
hypothesis. A hypothesis is a specific, testable
prediction. It describes in concrete terms what
you expect will happen in a certain circumstance.Gurucharan
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Good Hypothesis will:
• 1. Be written in an “If…, then…” format.
• If the [independent variable] [does something],
then the [dependent variable] will [do something
as a result]. This will then be followed by a
detailed explanation.
• 2. Be explained. This is your background research
section! Make sure you completely research and
explain your focused question before making
your prediction. (Note: it is helpful to use
scientific concepts/models) to explain your
prediction.)
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• Include both dependent and
independent variables
• 4. Be Quantitative if appropriate
• 5. Be Testable (Falsifiable)
• 6. Relate to the RQ
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Your Hypothesis should contain :
• A scientific justification of your
hypothesis
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What is Scientific Justification ?
1.It may be that the methodologies previous
studies explain the phenomenon;
2. it may be that new methodology in other
field of studies may contradict the existing
knowledge about the phenomenon and offer
fresh insight which you may want to apply;
3. it may be that contemporary problem have
falsified at the previous claims about the issue
you are investigating.
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Sample Scientific Justification
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Sample Scientific Justification
• Aim
• The main aim of my lab is to investigate the
level of general awareness about the global
environmental issues in the villages near
the district of Ropar, Chandigarh
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Hypothesis
• My hypothesis is that the people living in rail are not aware
about the major environmental problems faced on a global scale
and hence the government needs to organize some awareness
campaigns so that the villages like Rail (rural areas) are aware
about the existence and importance of these issues.
• This will also help them to understand that they play a very
important role in helping to deal with these problems.
• The literacy rate of rural areas in Punjab has increased by 6.87
percent from 2001 to 2011. But as per my survey I think that
the literacy rate of rail village is very low as out of 8-10 houses
that I surveyed/ interviewed only one could communicate to us
in English.
• I am stating this fact because during my interview I interviewed
a 19 year girl who was doing her college and when I asked her
about global warming and water pollution problems firstly she
was not aware about what does it mean and then after
explaining her she said that she doesn’t think it is affecting her
or this village and she is not worried at all about thisGurucharan
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• Scientific Justification
• I came up with such a hypothesis after reading the study
“Awareness and Accessibility of Environmental Information
in Nigeria: Evidence from Delta State” which suggests that
most of the Nigerians living in the delta state are just aware
about the environmental problems that affect them and their
environment in direct ways but are unaware about the fact
that even a change in their behaviour might contribute to
these environmental problems, showing the lack of literacy.
• According to the study government intervention is very
important in order to deal with the environmental problems
as they can lead to the implementation and awareness about
these problems.
• "Awareness and Accessibility of Environmental Information
in Nigeria: Evidence from Delta State." , Yemisi T. Babalola,
Akhinola D. Babalola, Faith O. Okhale. Web. 7 Oct. 2015.
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HYPOTHESIS
• You will need to provide reasons for why you
think your hypothesis will be the outcome – this is
not a personal view, it is a view based on sound
scientific judgments based on your research.
• You should cite sources listed in your
bibliography.
• The justification (scientific explanation) may
require discussion of equations, general
principles, laws and published examples.
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SIMPSON DIVERSITY INDEX
Sample Lab Hypothesis
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INTRODUCTION
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INTRODUCTION
• An introduction sets the scene for the whole of the
report.
• It only needs to be 2-3 paragraphs long and
should be about the topic being investigated.
• For example, if you are investigating the
influence of Nitrogen on plant growth, you would
write a brief account of what is known about the
effects of this nutrient on the growth of plants.
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BACKGROUND INFORMATION
• An background information sets the scene for
the whole of the report.
• It only needs to be 2-3 paragraphs long and
should be about the topic being investigated
with the topography map
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Sample IA
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Always add area map of the field trip
in the Background information
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Always give citation in the background
information
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Important Criteria in Identifying the context
• Discusses a relevant environmental issue
(either local or global) that provides the
context for the research question.
• Explains the connections between the
environmental issue (either local or global)
and the research question
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Planning (PLA) (6)
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Achievement
level
Descriptor
 designs a method that is inappropriate because it will not allow for the
collection of relevant data
 outlines the choice of sampling strategy but with some errors and omissions
 lists some risks and ethical considerations where applicable.
 designs a repeatable* method appropriate to the research question but the
method does not allow for the collection of sufficient relevant data
 describes the choice of sampling strategy
 outlines the risk assessment and ethical considerations where applicable.
 Designs a repeatable* method appropriate to the research question that
allows for the collection of sufficient relevant data
 Justifies the choice of sampling strategy used
 Describes the risk assessment and ethical considerations where applicable.
Mark Band
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Planning (PLA) (6)
The planning criteria has following content:
• Variables
• Controlled variable
• List of apparatus
• Procedure
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VARIABLES:
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What are VARIABLES?:
• Variables are factors that may affect
the outcome of your experiment.
• They are measurable factors, not
pieces of equipment.
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• There are 4 types of variables-
• Independent variable
• Dependent variable
• Controlled variables
• Uncontrolled variables
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• Independent variable: Independent Variables are
changes that occur in an experiment that are
directly caused by the experimenter (you.).
• Dependent variable: Dependent Variables are
changes that occur due to independent variables. It
is what you are measuring or trying to find out.
• Controlled variables: A Controlled Variable is
anything else that could influence the dependent
variables..
• Uncontrolled variables: Usually climate factors
that you try to keep the same for each sample.
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• Independent variable:
Independent Variables are changes
that occur in an experiment that
are directly caused by the
experimenter (you.).
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• Dependent variable: Dependent
Variables are changes that occur due
to independent variables.
• It is what you are measuring or trying
to find out.
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Variables Units Impact
Variables Table
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Controlling Variables
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• Controlled variables: A Controlled
Variable is anything else that could
influence the dependent variables..
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• Part of the methods section of a lab is to include
how you will control the variables listed
above
• A Good Control of Variables Section will:
1. Specify how the measurements will be collected.
2. Specify how the other variables will be controlled.
3. Make sure the each variable in the list is mentioned.
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Part of the methods section of a lab is to include
how you will control the variables
Good Control of Variables Section will:
1. Specify how the measurements will be
collected.
2. Specify how the other variables will be
controlled.
3. Make sure the each variable in the list is
mentioned.
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• A clearly laid out section on variables:
• Two of the 3 aspects are focused on
variables.
• All your variable should contain the following
titles
• Units
• Why to control?
• How to control?
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Variables Units Why to
control?
How to
control?
Variables Table
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A Good Variables list will:
• 1. Include the Independent variable
– the variable you change
• 2. Include the Dependent variable –
the variable that changes as a result if
the independent variable
• 3. Include other Controlled variables
(controlled variables are things we
need to keep constant in each
experiment) Gurucharan
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• Uncontrolled variables: Usually
climate factors that you try to keep
the same for each sample.
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Next Criteria :
• Describes a method that allows for the
collection of sufficient relevant data.
• This includes Apparatus & Procedure
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• This section includes the necessary
equipment and materials to control
and measure the variables list
•
• Keep this in its own section separate
from the Method
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• This section includes the necessary equipment
and materials to control and measure the
variables list
• A Good Apparatus and Materials List will:
• Indicate the correct materials for each variable
• Indicate the precision of measurements:
• 500 ml beaker’, instead of just ‘beaker’
• Thermometer (0-100)’ instead of just
‘Thermometer meter stick’ or ‘100 cm ruler’ not
just ‘ruler’
• Can include an annotate diagram, but not
necessary
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SAMPLE LAB
• To determine the influence of
Abiotic factors on the temperature,
dissolved oxygen and pH levels of a
water body.
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EXAMPLE OF APPARATUS LIST
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PROCEDURE
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PROCEDURE
• The Procedure can be written as instructions
like a recipe.
• Use numbered steps (rather than paragraphs).
• Specify what will be measured (and the units to
be used).
• Include details of how you will measure values
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• A Good Methods Section will:
• 1. Include all steps necessary to complete the
experiment -Write in Points.
• 2. Include how and when to take measurement
or record observations.
• 4. Indicate how many times the experiment
will be REPEATED. (At least 8 trials)
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Sample IA for Procedure
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• Important Criteria :
• In the final part of procedure
include
• Describes the risk assessment and
ethical considerations where
applicable.
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Sample risk assessment and ethical
considerations
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Simpson Diversity Lab
• Precautions:
• It is a safe investigation, although it needs to be made
sure that the environment is not harmed in any way.
• For instance, plucking or destroying species for
investigation is not an environmentalist’s way of going
about investigations.
• Another way of keeping safe is to ensure no dangerous
animals are touched while counting plant species.
These include species that sting such as bees causing
poisoning of the body or other problems.
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Diagram or Photograph
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• Diagram or photograph of your experimental
set-up
• You can include a diagram or a photograph
of the experimental set up if you find it
necessary. Please remember that if you use
a picture it is referred to as Figure # (with a
descriptive title) and you must discuss it in
the text somewhere. Otherwise it is just a
picture in your lab report.
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A Good Figure will:
• 1. Neatly display the picture, sketch or
drawing.
• 2. Be labeled appropriately. For example…
“Figure 1.1 – Chromatography Strip”
• 3. Have an explanation below the picture
with as many details as possible on what is
occurring/what the picture is showing
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Always show some proof of field trip area
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Always show some laboratory photos also
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Results, analysis and conclusion
(RAC) (6)
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Achievemen
t level
Descriptor
 constructs some diagrams, charts or graphs of quantitative and/or qualitative
data, but there are significant errors or omissions
 analyses some of the data but there are significant errors and/or omissions
 states a conclusion that is not supported by the data.
 constructs diagrams, charts or graphs of quantitative and/or qualitative data
which are appropriate but there are some omissions.
 analyses the data correctly but the analysis is incomplete
 interprets some trends, patterns or relationships in the data so that a conclusion
with some validity is deduced.
 constructs diagrams, charts or graphs of all relevant quantitative and/or
qualitative data appropriately
 analyses the data correctly and completely so that all relevant patterns are
displayed
 interprets trends, patterns or relationships in the data, so that a valid conclusion
to the research question is deduced.
Mark Band
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Results, analysis and conclusion (RAC)
(6)
• Raw Data
• Processed Data
• Sample Calculations
• Graphs
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• Recording data
• Systematically records appropriate
quantitative and/or qualitative data
including units.
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DATA TABLES
• There are 2 types of tables –
• Raw Data Tables
• Processed or Final Data Tables
• Raw Data Tables which comprise the data
collected in the field or lab.
• Processed or Final Data Tables which are a
synthesis of the data in the Raw Table.
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• Data collection skills are important in
accurately recording observed events and are
critical to scientific investigation.
• Data collection involves all quantitative or
qualitative raw data.
• Quantitative data is defined as things being
observed with more or less unaided senses
(colour, change of state, etc.) or rather crude
estimates (hotter, colder, brighter, etc.)
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• Organize this section into Figures and Tables.
Figures are Pictures, Sketches & Drawings or
anything that is NOT a table! Tables include
Data Collected during Lab.
• (Do NOT do any calculations in this section)
• (Figures will go FIRST. Start by labeling them
with “Figure 1.1, 1.2, 1.3…” BELOW each)
• (Tables will go SECOND. Start by labeling
them with “Figure 1.1, 1.2, 1.3…” ABOVE each)
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Sample Raw Data Tables
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Raw Data Tables
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A Good Data Collector will:
• 1. Record all appropriate data
• 2. Pay attention to small details
• 3. Include units for all measurements
• 4. Include uncertainties of the
instruments used (when applicable)
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Uncertainties
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A Good Data Table will have:
• 1. A descriptive title ABOVE the Table. For
example… “TABLE 1.1 – The
• Distance Each Pigment travelled in cm After
Six trials”.
• 2. Headings with units, no units in body of
table!
• 3. Independent variables in the left hand
column
• 4. Dependant variables across the top
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Sample Good Data Table
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Table heading
Title is compulsory
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Processing Raw Data:
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• Data processing means that you are actually
converting the data into another form. Putting
• numbers into a table is not data processing!
This section includes calculations. You will
present
• This data in tables (in which you will have to
repeat the raw data) and Graphs. Give a title to
• explain the nature of the calculation. Below
each table, you will show a sample calculation.
• Graphs will follow the tables.
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Sample Processing Raw Data
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Sample Calculation is compulsory
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A Good Data Processing section will:
Show the formula you used, even if it is simple
Possibly include processes such as
• Means
• Standard deviation
• % differences
• ·Statistical tests
• t-tests
• Chi-squared
Following through with UNCERTAINTIES & SIG
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CALCULATIONS
• Students are expected to be able to go beyond
simple arithmetic calculations such as means and
aggregated totals.
• You should know how to use or interpret simple
descriptive statistics such as the mean, median,
mode, range, frequency, percentages, ratios,
approximations and reciprocals.
• You should collect data (or plan to) for at least 8
trials per treatment for any investigation.
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SAMPLE CALCULATIONS
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• A Good Data Processing section will:
•Show the formula you used, even if it is
simple 2. Possibly include processes
such as
•Means Standard deviation %
differences
•Statistical tests o t-tests o X2 (Chi-
squared) test.
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Uncertainties in all measurements
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• Whenever we make measurements we do so
with some error or uncertainty. We cannot
make exact measurements; therefore it is
important to indicate what level of
uncertainty
• There may be. This should be done in the
headings after the units are given.
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Include uncertainties
uncertainties
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• Uncertainties are calculated as:
• 1 + or - ½ of the smallest unit measurable by
the instrument. For example, a thermometer
that is graded to 1oC has an uncertainty of +
0.50C.
2. + or - 1 unit of length (1/2 x 2
measurements
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• PRECISION: You should follow significant
figures. Limit your precision to the
• LEAST precise number. For example: If your
data collected was 1.4, 2.34, and
• 1.5 the round as follows: 1.2, 2.3 and 2.5.
You may do (1.40, 2.34, 1.50 if you were that
precise to begin with).
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Presenting Processed Data:
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GRAPHS
• Data presentation is not always
necessary to every lab. You must
evaluate if the data.
• You collected is able to be graphed.
• Graphs show trends or patterns in the
data.
• Be sure to choose the correct type of
graph and allocate enough page space
for it in your lab report.
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• Every graph should have a number and a
descriptive caption or title.
• Numbering must be sequential.
• Graphs should be printed large (at least
half the page).
• X and y axis is compulsory
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A Good Data Presentation section will:
1. Use the appropriate graph type
• Continuous variable – best line or
scatter graphs
• Discontinuous variable – bar graphs
• Parts of a whole – pie chart
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Have a descriptive title
3. Have appropriate headings with units on both
axis
4. Be drawn neatly with axis being drawn in pencil
5. Have a clear labels or a key if more than one
data set is present on one set of axis.
6. Have clearly marked and appropriate units
7. Have points clearly located and marked
8. Use of Excel is acceptable
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A proper x axis
A proper y axis
All the units should be in top of the
graph
Appropriate headings with units on both axis
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Drawn neatly with X & Y axis
Points clearly located and marked
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• Label all axes and include units
• Keys should be provided either in the
title, on the graph or as a note
attached to the graph.
• Decimal place values on the axes of
the graph must be consistent with the
data in the tables.
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DIFFERENT FORMAT OF GRAPHS
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Results, analysis and conclusion
(RAC) (6)
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Achievement
level
Descriptor
 constructs some diagrams, charts or graphs of quantitative and/or qualitative
data, but there are significant errors or omissions
 analyses some of the data but there are significant errors and/or omissions
 states a conclusion that is not supported by the data.
 constructs diagrams, charts or graphs of quantitative and/or qualitative data
which are appropriate but there are some omissions.
 analyses the data correctly but the analysis is incomplete
 interprets some trends, patterns or relationships in the data so that a
conclusion with some validity is deduced.
 constructs diagrams, charts or graphs of all relevant quantitative and/or
qualitative data appropriately
 analyses the data correctly and completely so that all relevant patterns are
displayed
 interprets trends, patterns or relationships in the data, so that a valid
conclusion to the research question is deduced.
Mark Band
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• Results, analysis and conclusion includes
following sections :
• Discussion
• Evaluation
• Conclusion
• Bili biography
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• Discussing and reviewing
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• A discussion is the consideration and
examination of your original research question
and hypothesis in light of the results of your
experiment
A Good Discussion will:
1. Be clear and well reasoned
2. Show understanding of context and
implications of the results
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Reviewing:
A review simply restates the data recorded in an
explanatory manner.
A Good Review will:
1. Only state relative concluding data (ex:
Processed Data)
2. Explain the source of data
3. Include SI units (when appropriate)
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A Good Discussion will have 3 things:
• Graphs and trends in data are stated and
explained.
• Data is refer back to your RQ
• Scientific explanation of the result with
reference to published resources
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Sample Discussion
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• Important Criteria :
• Discussion should always linked
with Published sources of
resources
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GOOD DISCUSSION SHOULD BE
• Comment on how close data was to
what was expected
• If not close discuss why
• Comment on any other variables
that might have influenced data
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• Evaluating procedure(s) and suggesting
improvements
• Identifies weaknesses and limitations and
suggests realistic improvements.
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• Most difficult part! You are not being judged
as a person, so don’t take the defensive
• and try and justify your mistakes! Be honest,
and think hard about what you could have
done better.
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A Good Evaluation will:
1. Identify sources of error in method and
measurement
2. Identify limitations in method [whether or
not you chose it] and data collection
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• Identifies a sufficient number of limitations
• Comments on the quality of the procedure
used and data collected.
• Realistic improvements are suggested.
• Interprets the accuracy, precision ,reliability
and validity of the data
GOOD EVALUATION SHOULD BE
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LIMITATIONS IMPACT IMPROVEMENTS
All the Evaluation should have the following table
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WEAKNESS/LIMITATION IMPACTON RESULTS IMPROVEMENT
Outline the actual problem
that you have identified and
how it came about.
What did it mean in
terms of the results
that you have
collected. If you need
to point out the
error/problem in a
graph or table.
How are you going to fix
the problem. Be
realistic and specific.
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• Improvements:
• After you identify possible sources of error
in the investigation and cite methods that
could be used to fix them
• Simple/general sources of error such as
“Human Error or Faulty Equipment” are NOT
acceptable unless you are extremely specific
and justified.
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Concluding
• States a reasonable conclusion, with a
correct explanation, based on the data.
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• A conclusion is not simply a
restatement of the problem. It requires
though and analysis of the relevant
data collected and represented.
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A Good Conclusion will:
• 1. Refer back to the research
question/hypothesis.
• 2.Remember, you CAN NOT “prove” you
hypothesis right. You can support it, or disprove
it, but you cannot prove it anything!
• 3. Your conclusion should always linked with
real life situation or examples.
• 4.Data and evaluation are analyzed to make a
conclusion
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Mentioning
hypothesis
in the conclusion
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• 1.Give quantitative relationships between
variables where appropriate – linear,
exponential, inverse, positive, negative, not
“it changed”, Say HOW it changed!
• 2. Compare results with textbook or other
literature values or link with Real life
situtation
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Sample Real Life Examples
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• References:
• If you use anything that is not yours, you
must reference that material no matter how
little it is!
• Otherwise you are plagiarizing other’s work.
• All referenced should be cited using APA
format
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• REFERENCES/BIBLIOGRAPHY
• A full set of references in the correct format
(MLA is preferred). These must be
consistent and done in alphabetical order.
In text referencing must follow a clear and
unequivocal standard.
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SAMPLE REFERENCES/BIBLIOGRAPHY
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Applications (APP) (3)
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Achievemen
t level
Descriptor
0 The student’s report does not reach a standard described by
any of the descriptors given below.
1 The student’s report:
 states one potential application and/or solution to the
environmental issue that has been discussed in the context
 describes some strengths, weaknesses and limitations of this
solution.
 describes one potential application and/or solution to the
environmental issue that has been discussed in the context, based
on the findings of the study, but the justification is weak or
missing
 evaluates some relevant strengths, weaknesses and limitations of
this solution.
 justifies one potential application and/or solution to the
environmental issue that has been discussed in the context, based
on the findings of the study
 evaluates relevant strengths, weaknesses and limitations of this
solution.
Mark Band
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• Application:
• This research question was, in my eyes, relevant since sustainable food
production is a worldwide issue but also because agriculture is hugely
subsidized here in Switzerland so crops and fields are seen everywhere.
Farmers might be encouraged to produce more and more food without
being aware of the effects on biodiversity. After research, I not only
found out that it was a worldwide problem but also that biodiversity
could be harmed by the physical manipulation of the land. This research
suggests that farmers should be made aware of the impact of the way
they use the land and should be encouraged not only to grow crops for
today, but to conserve biodiversity for the future.
• Action can be taken by the farmers using these chemicals on their crops.
Some farmers are now attempting not to use chemicals on their crops to
protect the biodiversity growing around the fields. For other people,
giving money to a charity or a fund to help scientists develop chemical-
free, or at least less harmful, methods of pest control is a solution.
• Farmers could also increase the distance between the field and the
wildlife to ensure that the chemicals they spray do not affect the plants.
These measures might be unpopular because farmers might make less
food and less money, and other people might not want to give their
money to charity. People will need to be made aware of the importance
of these steps.
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• Evaluates relevant strengths,
weaknesses and limitations of this
solution.
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Communication (COM) (3)
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Achievement
level
Descriptor
1  The investigation has limited structure and organization.
 The report makes limited use of appropriate terminology and it is not
concise.
 The presentation of the report limits the reader’s understanding.
2  The report has structure and organization but this is not sustained
throughout the report.
 The report either makes use of appropriate terminology or is concise.
 The report is mainly logical and coherent, but is difficult to follow in
parts.
3  The report is well structured and well organized.
 The report makes consistent use of appropriate terminology and
is concise.
 The report is logical and coherent.
Mark Band
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General Information
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Fonts:
• Heading should be 14 size and text should
be in 12 sizes
• Font : Arial or Times New Roman
• Spacing :1.2
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• Photographs:
• All the photos need to add annotations
• Try to put your own individual photos
• All photos should be in visible size
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• General Comments:
• Need to put the content page
• Put Page number below in all the pages
• Don’t write dates anywhere on the Practical
report
• Don’t write practical numbers anywhere like
Practical 1,2 & 3
• Always use Environmental Systems &
Societies and don’t use short term ESS
• Includes area map or aerial shot of the place in
your labs Gurucharan
209

• My Websites : http://gurucharankumar.weebly.com/
• My Wikispace: http://gurumantra.wikispaces.com/
• My IB Articles link :
• http://blogs.ibo.org/alumni/tag/k-guru-charan-kumar/
• My YouTube Channel :
https://www.youtube.com/channel/UCsDy4JIHFQ1SMIUcQMXx
FFg
• My Slidesharelink : http://www.slideshare.net/kingcobra2012
• Twitter : @Greenguru2013
• Linkedin: https://in.linkedin.com/in/guru-charan-kumar-
306a0058
• Google + :google.com/+Gurucharankumar
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Follow me
Gurucharan ESS IA
(First exam 2017)
210

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