1) The document provides guidance for writing a good lab report for an Environmental Systems and Societies (ESS) Internal Assessment. It outlines the key sections that should be included in a planning lab report such as the aim, introduction, research question, hypothesis, variables, materials, procedure, references, and raw data.
2) It emphasizes defining a clear and focused problem by stating a specific research question and hypothesis. It also stresses the importance of properly controlling variables and describing how they will be controlled in the experiment.
3) Checklists are provided to help students ensure their planning lab report addresses defining the problem, selecting variables, and controlling variables appropriately. The document aims to guide students in writing a well-structured lab
This ESS IA talks about To compare the family planning in a two areas. A rural village (A- Hilaswali, Mahendra Pur, Dehradun) and a metropolitan city (B- Gurgaon, Haryana) and evaluate whether education influences it.
ESS IA example - old syllabus - MLA formatBrad Kremer
This document shows the proper formatting and sequence of the required Internal Assessment for the IB Environmental Systems and Societies course (pre-2015 syllabus). It is written in MLA format in order to model the proper structure of a formal write-up.
This ESS IA talk about to determine how significant a role environmental value systems play in shaping family planning in both the urban (Gurgaon/Delhi) and the rural (Raniwalla/Hilasauri), and to see whether there are any other factors influencing family planning.
This ESS IA talks about To compare the family planning in a two areas. A rural village (A- Hilaswali, Mahendra Pur, Dehradun) and a metropolitan city (B- Gurgaon, Haryana) and evaluate whether education influences it.
ESS IA example - old syllabus - MLA formatBrad Kremer
This document shows the proper formatting and sequence of the required Internal Assessment for the IB Environmental Systems and Societies course (pre-2015 syllabus). It is written in MLA format in order to model the proper structure of a formal write-up.
This ESS IA talk about to determine how significant a role environmental value systems play in shaping family planning in both the urban (Gurgaon/Delhi) and the rural (Raniwalla/Hilasauri), and to see whether there are any other factors influencing family planning.
What is expected from the Group 4 project?
1. Interdisciplinary collaboration
2. Appreciation of the implications of science and the limitations of scientific study
3. Development of teamwork
4. Development of planning skills
5. Exchange or sharing of both data collected and issues raised.
6. Approximately 10 hours of involvement time
Ess topic 1 foundations of environmental systems and societies(first exam 2017)GURU CHARAN KUMAR
Topic 1: Foundations of environmental systems and societies (16 hours)
Big questions: This topic may be particularly appropriate for considering big questions A, C, D and E.
Sub-topic 1.1: Environmental value systems
Significant ideas:
• Historical events, among other influences, affect the development of environmental value systems (EVSs) and environmental movements.
• There is a wide spectrum of EVSs, each with its own premises and implications.
Knowledge and understanding:
• Significant historical influences on the development of the environmental
movement have come from literature, the media, major environmental disasters,
international agreements and technological developments.
• An EVS is a worldview or paradigm that shapes the way an individual, or group
of people, perceives and evaluates environmental issues, influenced by cultural,
religious, economic and socio-political contexts.
• An EVS might be considered as a system in the sense that it may be influenced
by education, experience, culture and media (inputs), and involves a set of
interrelated premises, values and arguments that can generate consistent
decisions and evaluations (outputs).
• There is a spectrum of EVSs, from ecocentric through anthropocentric to
technocentric value systems.
• An ecocentric viewpoint integrates social, spiritual and environmental
dimensions into a holistic ideal. It puts ecology and nature as central to humanity
and emphasizes a less materialistic approach to life with greater self-sufficiency
of societies. An ecocentric viewpoint prioritizes biorights, emphasizes the
importance of education and encourages self-restraint in human behaviour.
• An anthropocentric viewpoint argues that humans must sustainably manage the
global system. This might be through the use of taxes, environmental regulation
and legislation. Debate would be encouraged to reach a consensual, pragmatic
approach to solving environmental problems.
• A
Geothermal resources, hydrothermal resources, liquid dominated systems, geopressured resources, petrothermal systems, magma resources, energy conservation & comparison with other resources, applications of geothermal energy
What is expected from the Group 4 project?
1. Interdisciplinary collaboration
2. Appreciation of the implications of science and the limitations of scientific study
3. Development of teamwork
4. Development of planning skills
5. Exchange or sharing of both data collected and issues raised.
6. Approximately 10 hours of involvement time
Ess topic 1 foundations of environmental systems and societies(first exam 2017)GURU CHARAN KUMAR
Topic 1: Foundations of environmental systems and societies (16 hours)
Big questions: This topic may be particularly appropriate for considering big questions A, C, D and E.
Sub-topic 1.1: Environmental value systems
Significant ideas:
• Historical events, among other influences, affect the development of environmental value systems (EVSs) and environmental movements.
• There is a wide spectrum of EVSs, each with its own premises and implications.
Knowledge and understanding:
• Significant historical influences on the development of the environmental
movement have come from literature, the media, major environmental disasters,
international agreements and technological developments.
• An EVS is a worldview or paradigm that shapes the way an individual, or group
of people, perceives and evaluates environmental issues, influenced by cultural,
religious, economic and socio-political contexts.
• An EVS might be considered as a system in the sense that it may be influenced
by education, experience, culture and media (inputs), and involves a set of
interrelated premises, values and arguments that can generate consistent
decisions and evaluations (outputs).
• There is a spectrum of EVSs, from ecocentric through anthropocentric to
technocentric value systems.
• An ecocentric viewpoint integrates social, spiritual and environmental
dimensions into a holistic ideal. It puts ecology and nature as central to humanity
and emphasizes a less materialistic approach to life with greater self-sufficiency
of societies. An ecocentric viewpoint prioritizes biorights, emphasizes the
importance of education and encourages self-restraint in human behaviour.
• An anthropocentric viewpoint argues that humans must sustainably manage the
global system. This might be through the use of taxes, environmental regulation
and legislation. Debate would be encouraged to reach a consensual, pragmatic
approach to solving environmental problems.
• A
Geothermal resources, hydrothermal resources, liquid dominated systems, geopressured resources, petrothermal systems, magma resources, energy conservation & comparison with other resources, applications of geothermal energy
Using References in your Lab Writeup Make sure you both c.docxdickonsondorris
Using References in your Lab Writeup
Make sure you both cite the reference that you use in the body of your text, AND
provide a reference list at the end of your writeup.
For example, to cite references within the body of your lab writeup:
In this lab we examined how different fish like to eat different kinds of algae. The red
algae are the largest group of algae (Abbott, 1999). Therefore, we focused on red algae
in this lab. Many red algae are quite edible and some of the best known red algae
include those that are eaten in sushi (sushiworld.com). Algae are also quite nutritious
(Markeley, 2010). Our fish came from tidepools, which are located in the area between
high and low tide (Mahon and Mahon, 1994). According to our lab manual (WOU
Biology, 2011), our fish were collected during low tide.
Reference List:
Book Abbott, I.A. 1999. Marine Red Algae of the Hawaiian Islands. Bishop Museum Press,
Honolulu.
Journal
Article
Mahon, R. & S.D. Mahon. 1994. Structure and resilience of a tidepool fish assemblage
at Barbados. Environmental Biology of Fishes 41: 171-190.
News
Article
Markeley, G.R. (2010). The Nutritional Benefits of Seaweeds. Amity News, February 25,
2010.
Website "Popular seaweeds in Japanese Cuisine". Accessed online March 15, 2012.
http://sushiworld.com/seaweeds.html.
Lab
Manual
WOU Biology Department (2011). Lab #2: Fish and Algae. Biology 101 Lab Manual.
Note that these show examples of the different types of references you might use.
You should not break your reference list down into these categories, but simply list all
references alphabetically.
WOU Biology 100 Series Graphs Overview
Making a graph is one of the easiest ways to get an idea of the patterns in your data.
Graphing is a fairly straightforward process, but there are a few things to keep in mind.
1. Type of graph. You should think carefully about the kind of data you have before you
decide what type of graph to produce. See Figure 1.
a. Line graphs are useful to show how a factor changes over time or in some other
gradual continuous increment (like temperature or ambient light).
b. Bar graphs are useful to show a total change or overall difference between
different discrete variables (like types of organisms or specific experimental
treatments).
Figure 1. Types of Graphs. The graph on the left is a line graph. The graph on the right is a bar graph.
2. Variables
a. The independent variable is the variable that you change or manipulate in the
experiment. This variable is usually placed along the x (horizontal) axis. In the
case of an experiment where you are observing something that changes over
time, time serves as an independent variable and is always listed on the x-axis. If,
in addition to time, there is a second independent variable (e.g. observing what
happens to two different treatments over time) this variable is usually graphed by
drawing mult ...
Assignment 3.1 Determining Causes and Effects– Draft VersionThe.docxrock73
Assignment 3.1: Determining Causes and Effects– Draft Version
The following scenarios on which to focus your cause and effect paper. Research the topic and include credible sources to support claims. Identify your purpose clearly, incorporate audience needs, establish a desired tone, and organize information/claims effectively.
2. The director of your state unemployment agency has asked you (a public relations specialist) to write about the causes and effects of unemployment on an individual/family. The paper will be presented to the agency as they make decisions about reaching out to those who need jobs.
Write a four to five (4-5) page paper in which you:
1. Provide a clear thesis statement.
2. Describe the major cause.
3. Describe a leading second cause
4. Describe two (2) economic effects of the cause..
5. Describe two (2) effects on people.
6. Develop a coherently structured paper with an introduction, body, and conclusion.
7. Provide three (3) relevant and credible sources to support claims. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
The specific course learning outcomes associated with this assignment are:
· Associate the features of audience, purpose, and text with various genres.
· Recognize the elements and correct use of a thesis statement.
· Recognize how to organize ideas with transitional words, phrases, and sentences.
· Incorporate relevant, correctly documented sources to substantiate claims.
· Apply the writing process to develop various writing genres.
· Write clearly and concisely about selected topics using proper writing mechanics.
· Use technology and information resources to research selected issues for this course.
Using References in your Lab Writeup
Make sure you both cite the reference that you use in the body of your text, AND
provide a reference list at the end of your writeup.
For example, to cite references within the body of your lab writeup:
In this lab we examined how different fish like to eat different kinds of algae. The red
algae are the largest group of algae (Abbott, 1999). Therefore, we focused on red algae
in this lab. Many red algae are quite edible and some of the best known red algae
include those that are eaten in sushi (sushiworld.com). Algae are also quite nutritious
(Markeley, 2010). Our fish came from tidepools, which are located in the area between
high and low tide (Mahon and Mahon, 1994). According to our lab manual (WOU
Biology, 2011), our fish were col ...
Running Head Title1Title3TitleNameSCI 207 De.docxagnesdcarey33086
Running Head: Title
1
Title
3
Title
Name
SCI 207: Dependence of man on the environment
Instructor
Date
*This template will provide you with the details necessary to finalize a quality Final Lab Report. Utilize this template to complete the Week 5 Final Lab Report and ensure that you are providing all of the necessary information and proper format for the assignment. Before you begin, please note the following important information:
1. Carefully review the Final Lab Report instructions before you begin this assignment.
2. The Final Lab Report should cover all 3 experiments from your Week Two Lab.
3. Review instructor feedback from the Week Three outline of the Final Lab Report and make changes as necessary.
4. Review the Sample Final Lab Report for an example of a final product on a different topic. Your format should look like this sample report before submission.
5. Run your Final Lab Report through Turnitin using the student folder to ensure protection from accidental plagiarism
Title
Abstract
The abstract should provide a brief summary of the methods, results, and conclusions. It should very briefly allow the reader to see what was done, how it was done, and the results. It should not exceed 200 words and should be the last part written (although it should still appear right after the title page).
Introduction
The introduction should describe the background of water quality and related issues using cited examples. You should include scholarly sources in this section to help explain why water quality research is important to society. When writing this section, make sure to cite all resources in APA format.
The introduction should also contain the objective for your study. This objective is the reason why the experiment is being done. Your final report should provide an objective that describes why we want to know the answer to the questions we are asking.
Finally, the introduction should end with your hypotheses. This section should include a hypothesis for each one of the three experiments. These hypotheses should be the same ones posed before you began your experiments. You may reword them following feedback from your instructor to illustrate a proper hypothesis, however, you should not adjust them to reflect the “right” answer. You do not lose points for an inaccurate hypothesis; scientists often revise their hypotheses based on scientific evidence following an experiment.
Materials and Methods
The materials and methods section should provide a brief description of the specialized materials used in your experiment and how they were used. This section needs to summarize the instructions with enough detail so that an outsider who does not have a copy of the lab instructions knows what you did. However, this does not mean writing every little step like “dip the pH test strip in the water, then shake the test strips,” these steps can be simplified to read “we used pH test strips to measure water pH”, etc. Additionally, this se.
Formal lab report instructions for the Biology 110 laboratoryOve.docxhanneloremccaffery
Formal lab report instructions for the Biology 110 laboratory
Overall assignment:
For Biology 110 you will be submitting one formal lab report for grading this semester. This lab’s formal report must be written in the 3rd person and in the past tense. Their length will vary depending on how concise each writer is, but the paper should be approximately 5 to 9 pages in length, including graphs. The pages are to have 1 inch margins, be double spaced, typed in Ariel or Times Roman 12 pt. and include supporting data (e.g., data tables, graphs, pictures or any other supporting material you wish to include) Each of the section headings must be labeled in your lab report. Skip lines between each section.
Sections
Title:
The title should describe the experiment you are conducting in some detail. You are not allowed to use the title you find in your laboratory manual. The title will be placed on a separate page with your name and the names of your lab mates, date, and course and lab section.
Abstract
The report abstract is a short summary of the report. It should be no more than one paragraph (100-200 words) and should include about one or two sentences on each of the following main points:
· Purpose of the experiment
· Key results
· Major points of discussion
· Main conclusions
It helps to complete the other sections of the report before writing the abstract, as these four main points can be drawn from them.
Introduction
This section should provide sufficient background information to the lab that will allow the reader to understand some of the principles you are investigating. This material can come from what you developed in your pre-lab write-up. It should include a specific statement of the question or problem under investigation, and statements about other goals of the laboratory exercise.
Why is this question important? How does this question relate to the "real world"?
This statement should be two paragraphs in length so you need to do a literature search on the topic(s) and incorporate this information into your introduction. Be certain to cite your sources. Clearly state the purpose of the experiment at the end of the section.
HYPOTHESIS:
The hypothesis section should contain a series of statements of what is to be expected to be observed during the experiment based on the background information you provided in the introduction. These statements should predict the outcome of each experiment or test based on solid scientific principles that you read from your text, the internet or your lab manual. Again, if the prelab was written properly, this section will come from the pre-lab write-up that you worked on prior to the lab. Use the “if…then….because” format.
In other words the hypothesis should convey what you think will happen during the investigation. It differs from a guess in that it is based upon prior knowledge or evidence. It should be supported by previously developed evidence and/or concepts.
For ...
Similar to IB ESS -How to write a Good Lab report (20)
I am pleased to present an outstanding Sample ESS IA that secured an impressive 28 out of 30 marks, resulting in a remarkable 7-point score. This exemplar serves as a valuable reference and resource for your ESS class, offering comprehensive insights and invaluable guidance for both students and educators alike.
Key Points:
Exceptional Achievement: The IA achieved a remarkable 28 out of 30 marks, showcasing excellence in content, research, and presentation.
7-Point Performance: Scoring a perfect 7 points in the IA demonstrates a deep understanding of Environmental Systems and Societies.
Educational Resource: This exemplary IA serves as an educational resource, providing a model for structuring, researching, and presenting ESS projects.
Invaluable Insights: Reviewing this IA will offer invaluable insights into what constitutes a high-scoring ESS IA, helping students aim for excellence.
Guidance for Students: Students can utilize this IA as a reference to enhance their own IA projects, aiming for similarly outstanding results.
Educator's Tool: Educators can use this IA to exemplify quality work to their students, facilitating better understanding of assessment expectations.
We encourage you to make the most of this exemplary ESS IA as a guiding light in your pursuit of excellence in Environmental Systems and Societies studies.
Very interesting - Can you guess what is common between all these prominent temples.
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K.Guru Charan Kumar, IB ESS Teacher at Pathways World School, Aravali discusses the importance of taking his IB students on field trips that enhance the learning they do in the classroom. Over the past year, K. Guru has shared numerous adventures with the IB community and we asked him to reflect on why field experience is central to his teaching.
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A wide range of materials and resources is available through my Slide share to support teachers and learners in Cambridge schools. Resources suit a variety of teaching methods in different international contexts.
The content of this power point presentation is designed to encourage reflection on the limits to growth and sustainable development for IGCSE EVM.
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My mission is to deliver world-class international education power point presentation through the provision of high-quality curricula, assessment and services for the IGCSE EVM.
A wide range of materials and resources is available through my Slide share to support teachers and learners in Cambridge schools. Resources suit a variety of teaching methods in different international contexts.
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As part of the IB philosophy, one must understand that not everything can be taught within the classroom. Thus, field trips provide the perfect opportunity to apply ourselves fruitfully. Laden with their luggage, and appetite for knowledge, the group of ESS and Geography students readied themselves for the learning expedition to Sundarbans, West Bengal.
The most engaging component of ESS & Geo IBDP is the coursework/fieldwork which culminates in an Analytical report based on Primary Data which the students gather and work upon. In this context we are all set to embark on our journey to Sundarbans Delta (UNESCO World Heritage site) which is located in Kolkata. This year 41 IBDP students with 4 teachers ventured for the very first time in the country to visit the Sundarbans(Kolkata) for the field trip.
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Farmers from Maldevta Village, who work in the lowest sector of the economy, have minimal land and resources to help them grow crops. This obligates them to enter the hills with their cattle to allow grazing. Farmers also clear some forest areas, to increase their farm land for more income, thus reducing the biodiversity. As a result of the reduced in forest area and resources, wild animals invade villages and destroy farmlands. In some cases, because of minimal knowledge of the chemical Pesticides, it’s overuse affects not only the farmland, but also nearby water resources as it leads to eutrophication. This relates to my RQ because after surveying the villagers and collecting the raw data from the Simpson’s Diversity index it allowed me to evaluate the effect of human intervention on the natural environment and thus evaluating the effect of Ecological Footprint.
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IB ESS -How to write a Good Lab report
1. GURU CHARAN KUMAR IB ESS IA 2013
1 | P a g e
ENVIRONMENTAL SYSTEMS & SOCIETIES IA
2012
WRITING A GOOD
ES&S LAB REPORT
ESS INTERNAL ASSESSMENT
Subject Teacher: Gurucharan
2. GURUCHARAN KUMAR IB ESS IA 2013
PLANNING LABS
For a planning lab you are required to have the following sections:
AIM
The aim must reflect the research question and should be engaging
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. In-text referencing is usually
required as this section is not only your work.
RESEARCH QUESTION:
The research question needs to be specific and focused.
You need to indicate the variable chosen for the investigation. 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?”.
If you want to see how professional scientists write research questions just
look at the titles of articles in journals (on the web) such as Science, Nature,
PLOS and Ecology & Society.
HYPOTHESIS
An hypothesis (not strictly required but this will help focus your work)
Not all investigations will have a hypothesis – but – most will, and they are a very
good way to focus your thoughts and ideas.
3. GURUCHARAN KUMAR IB ESS IA 2013
It should be quantitative if at all possible.
If there is a clear mathematical relationship between the Independent Variable
(IV) and the Dependent Variable (DV) this needs to be stated in your
hypothesis.
A scientific justification of your hypothesis
You must show that you have done some research on the subject through the
justification of your 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.
VARIABLES:
Variables are factors that may affect the outcome of your experiment. They are
measurable factors, not pieces of equipment. Do not use the word “Amount”. It is
not specific enough – terms like mass or volume are better.
1. Independent variable: Independent Variables are changes that occur in an
experiment that are directly caused by the experimenter (you.).
2. Dependent variable: Dependent Variables are changes that occur due to
independent variables. It is what you are measuring or trying to find out.
3. Controlled variables: A Controlled Variable is anything else that could
influence the dependent variables..
4. Uncontrolled variables: Usually climate factors that you try to keep the
same for each sample.
For example, we can set up an experiment in which we measure time needed for an apple to fall
from different heights. First we go to the first floor, release the apple and measure the falling
time. Then we go one floor up, repeat the measurement, and so on. In this experiment, the height
from which we were releasing the apple, we can consider as independent variable, and the
falling time as dependent variable, because the time depends on our freely selected height
A clearly laid out section on variables
This is where you have the greatest potential to lose marks in the Planning
Criterion. Two of the 3 aspects are focused on variables.
4. GURUCHARAN KUMAR IB ESS IA 2013
Independent Variable (IV) – name it, include units of measure, and describe it.
Include a statement of the range of the data values that will be tested. If necessary
explain the IV and what is actually measured – e.g. you may be measuring
productivity in g/m2
/day and converting that into tonnes/year in your graphs.
Dependent Variable (DV) – name it, include units of measure, and describe it. If
there is a mathematical relationship easily understood in an equation give this
here. Explain how you derive the DV if it is not directly measured – e.g.
Sustainable Yield would be derived from data on the total population and birth
rates (recruitment).
Controlled or Fixed Variables – List (name) the variables that you will actually
control. Provide a brief description of each variable and the parameters of the
control (how you will control the variable)– e.g. ‘Light will be controlled using a
fixed intensity of light (100W) and a daily rhythm of 12 hours of light and 12
hours of dark’. In your description include information on why you need to
control the variable. Be specific and focused.
Do not list those things you cannot control or fix (e.g. atmospheric conditions
outside when you are in the field) but you should be able to account for any
influence of these uncontrolled variables on your data in the discussion and
evaluation sections of a lab report.
PROCEDURE
Materials
Provide a list of all the equipment used in the investigation. This should include
the quantities required, the sizes of the different beakers etc, the chemicals
required (named) and quantities and types of materials (e.g. distilled water, tap
water). Be specific but don’t be pedantic.
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.
Procedure
This is a numbered list of clear, exact steps to follow – described in a brief and
focused manner. Nobody likes reading this part, so be clear and brief. The steps
in the experiment should either be self-evident or briefly explained. You should
aim to describe a method that would enable someone to carry out the experiment.
5. GURUCHARAN KUMAR IB ESS IA 2013
♠ Explain how to change or manipulate the IV (and measure giving
units)
♠ Explain how to measure the IV (units and errors)
♠ Explain how to control the CV/FV. The IB states that “The method
should include explicit reference to how the control of variables is
achieved”. For example, if you are weighing samples you need to
state that you collected the data using the same balance every time.
Or you controlled temperatures by using a water bath set at 24°C.
A Raw Data Table to show how you would collect your data
A clear, easy to follow method is necessary to achieve a “2” on Aspects 2 and 3.
Think about method you have seen and what information you like to have!
Someone (who has not done the experiment before) should be able to follow your
procedure and obtain similar results.
The following features contribute to writing a good method.
A. The method can be written as instructions like a recipe
B. Do not begin with “Gather all of the materials” … it is kind of a given that
you will do this!!
C. Use numbered steps (rather than paragraphs).
D. Use a diagram if possible to show how to set up any equipment. Then you
can say “Set up the equipment as shown in the diagram”. This would save
you writing a lot of words.
E. Specify what will be measured (and the units to be used)
F. Include details of how you will measure values
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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RAW DATA refers to the values obtained from the measuring instruments
exactly as they were shown. Once you do any addition, subtraction,
multiplication or division then it becomes PROCESSED DATA
Example for Step 3f.
Controlled
variable
Method to control the
variable
Temperature
at which
reaction
occurs
The test tubes in which
the reaction occurs will
be placed in a water bath
set to 40 C for the
duration of the reaction.
Duration
(time) of the
reaction
The reaction will be
allowed to proceed for
300 seconds. This will be
timed using a stopwatch
( 0.1seconds).
A good format is “To determine how [the
independent variable] affects [the dependent
variable] in [the context of your
experiment].”
e.g. To determine how acid rain affects the
germination in common beans
e.g. To find the effect of age and gender on
the perception of global warming of
Ugandans.
Number of Values
If you are looking for a correlation, at least 5
different values are needed (the more the
better).
If you are comparing two different situations,
3 values will be sufficient.
Range of Values
You may need to do some research to
help you decide.
E.g. if testing acidic rain solutions then
you would want to test values around
5.6pH. If you are investigating chemical
spills in you might want lower pH
values
7. GURUCHARAN KUMAR IB ESS IA 2013
CHECKLIST FOR PLANNING LABS
Aspect 1: Defining The Problem And Selecting Variables
□ I have identified a focused problem or a specific research question. I have
done this by stating a clear aim, a clear hypothesis, and clearly defining the
variables.
□ I have identified and stated the independent variable and the dependent
variable, and I have listed the controlled variables
Aspect 2: Controlling Variables
□ I describe a method for the effective control of the variables. In particular, I
describe how the independent variable is manipulated and how the
controlled variables are maintained at constant values
□ I list all the apparatus and materials used, including the volumes of tubes
and cylinders, the concentrations of solutions, the model and manufacturer
of any complex apparatus, etc.
□ I state the level of precision of the values for the independent variable
□ Any standard methods that I use are fully referenced in a footnote or in the
references
Aspect 3: Developing A Method For The Collection Of Data
□ I describe a method that allows for the collection of sufficient relevant data
□ The data gathered enables the aim, the research question or the hypotheses
to be adequately addressed
□ The data gathered enables an evaluation of the reliability of the data
□ The sample size should be adequate to allow a reasonable statistical analysis
of the data (for calculating the standard deviation, at least five items per
treatment)
□ An adequately broad data range is considered
□ An adequate number of data values within this range are considered
8. GURUCHARAN KUMAR IB ESS IA 2013
Data Collection & Processing Labs
This is the criterion that causes the fewest problems for students and if you follow
the guidelines of the rubric closely you can score well. This is the section of a
scientific publication that would be called the RESULTS. There are very specific
expectations in this type of lab – most of which are logical and easy to understand.
The DCP (Results) section is arguably the most important part of any research
report as this is where you bring together and report your findings. When done
properly, this section will present your results clearly and in a way that shows that
you have organised your data and carefully considered the proper analysis.
If you are doing a DCP lab without a planning section you will need to include the
following sections that would normally occur in a Planning lab in more detail.
TITLE – same as Planning lab
INTRODUCTION
o Introduction – same as Planning lab (be brief)
o Research question – usually included but should be brief and must be
different from that provided by your teacher.
o Hypothesis – clearly stated with a scientific justification. Be brief,
not as detailed as for a Planning Lab
o Variables – this section should be clearly laid out – show you
understand the variables. Not as much detail as a Planning Lab – be
concise.
PROCEDURE – if the procedure is provided, make a brief reference to it
and explain any modifications. No detail required. No data table required
here.
For DCP labs you are not directly assessed on any of the preceding information but
it is important to have a brief and focused introductory section because it allows
the examiner to understand the context of the data AND that you know what it is
that you are doing!
9. GURUCHARAN KUMAR IB ESS IA 2013
DCP labs comprise the following:
DATA TABLES
There are 2 types of tables –
Raw Data Tables which comprise the data collected in the field or lab, and
Processed or Final Data Tables which are a synthesis of the data in the Raw Table.
Final data tables summarise raw data, show any data transformations performed
and the results of any statistical tests. You must include both.
1. All tables must have a number and a title. E.g. Table 5: ANOVA analysis
of the association between the winter catch rate for mudfish Gala tribolius
and four habitat parameters. In science there is a convention that the title
goes above the table.
2. In investigation where there is pooled/group data, you need to identify your
own data clearly.
3. All tables must be numbered in sequence so that you can refer to them easily
in the text.
4. All columns in tables must have a heading and units.
5. IV is in the first column and recorded data in subsequent columns across the
rows
6. Errors (and uncertainties) where applicable should be included in a column
heading or a separate column
7. Tables must show the quantitative data collected. All quantitative results
must be recorded to the appropriate level of accuracy and must be recorded
consistently (sig.fig and dec.places).
8. MUST have the qualitative observations included either in a specific column
or as notes appended to the relevant table.
9. MUST include Fixed Variable data, usually in the Raw Data table but can
be in a table of fixed values.
10.Within a column all the data must be shown with the same number of
decimal places or significant figures.
11.Decimal places in the processed data must match the raw data. You cannot
have processed data to 3 decimal places when you collected the raw data
rounded to one unit!
12.Where you included statistical data you should indicate those statistical
values that are significant and those that are not (and at what level e.g.
P<0.5).
13.Tables must be neat, logical and organised.
10. GURUCHARAN KUMAR IB ESS IA 2013
CALCULATIONS
1. The demands of the ESS syllabus on the student with regard to statistical
analysis of data are minimal.
2. Students are expected to be able to go beyond simple arithmetic calculations
such as means and aggregated totals. You should however, know how to
use or interpret simple descriptive statistics such as the mean, median,
mode, range, frequency, percentages, ratios, approximations and reciprocals.
3.
You are required to use standard notation, e.g. 3.6 x 104
.
4. You should collect data (or plan to) for at least 3 trials per treatment for any
investigation. In ecological data it is better to have at least 5 trials.
5. You should be able to apply basic statistics such as:
a. Standard Deviation
b. Student’s T-test
6. You need to show (and explain briefly) all calculations that are done on the
raw data. You are only required to show one example of each calculation to
show that you understand the calculation. This is important for the 2
statistical tests given above.
7. If you use an equation such as Simpson’s Diversity Index you must show
one example calculation for this formula.
8. Take care to use the correct number of significant figures and/or decimal
places in all calculations.
GRAPHS
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.
1. Every graph should have a number and a descriptive caption or title.
Numbering must be sequential. In science that convention is that the
caption goes below the graph.
2. Graphs should be printed large (at least half the page).
3. Remove the title provided by Excel and move the key to under the x-axis.
This gives you more room on your graph.
4. Scale the graph axes appropriately. The axes should go beyond the points
on the graph
5. Label all axes and include units
6. Keys should be provided either in the title, on the graph or as a note attached
to the graph.
11. GURUCHARAN KUMAR IB ESS IA 2013
Independent variable/ units
7. Decimal place values on the axes of the graph must be consistent with the
data in the tables.
8. Use error bars where appropriate. If error bars are too small to be seen, this
should be explained in the graph title/caption with quantitative examples of
the error bar size.
9. Present basic graphs first (i.e. show the fundamental data first) and then (if
appropriate) present combined data projections, transformations and other
complex graphs.
10.If using Excel use only graphic presentation options that print well in black
and white. Do not use dark coloured backgrounds with coloured lines.
Black and white graphs with distinct data points are best.
11.Show gridlines at an appropriate scale.
CONCLUSION & EVALUATION:
You should keep your statements of important findings brief and you should
only include results here – there is no discussion of the actual results. For
example, “Mean summer water depths were only 3.6cm in areas with
mudfish, compared to 39.5 cm at those sites with no mudfish”.
Refer directly to your tables and graphs in the text and you can highlight
important differences between your results and any published results (you
should not discuss these, merely highlight them). For example, “The results
for the analysis of total dissolved solids (TDS), dissolved oxygen (dO) and
secchi disc depths (cm) are given in Table 3.1. These were similar at all
tests sites, in contrast to the findings of Miller (2001) who found that TDS
was higher at sites with mudfish than at those sites without mudfish”.
Include units for all data references, e.g. “Total catch rates for all sites are
similar (geometric mean 0.70 fish per trap per night: Table 5.3)”.
Dependent
variable/ units
12. GURUCHARAN KUMAR IB ESS IA 2013
These bridging statements and references to your tables and graphs make it
easier for you to discuss your results later and for the reader to understand
that you know what is going on in your investigation.
Quantitative data – numerical values obtained from the measuring instruments (e.g. temperature,
mass etc) or by other means e.g. counting
Qualitative data – non-numerical observations. Other observations made during your experiment
that may have a bearing on the conclusion or help to explain patterns and trends (or the lack of!).
Examples include changes in colour, texture, size etc
Any other observed sources of error should also be recorded.
CHECKLIST FOR DATA COLLECTION AND PROCESSING
Aspect 1: Recording Raw Data
□ I have recorded my data independently
□ I have data which is quantitative (numerical)
□ I have chosen a suitable format in which to record the raw data
□ The variable that is measured or recorded is clearly stated (e.g. in the
column heading in a table)
□ The units are given for every variable (e.g. in any column headings)
□ An indication is given of the uncertainty of measurements (e.g. in any
column headings)
□ A complete and descriptive title is given to any table that is used
□ The same level of precision (number of decimal places) is used for all the
items of a variable
Aspect 2: Processing Raw Data
□ I have decided on a suitable manner in which to process the raw data, so that
I may fully test the hypotheses or fulfil the aim (this may involve
mathematical processing, statistical analysis, or transforming the data into a
suitable graphical representation)
□ All of the raw data has been processed to a suitable extent
□ The raw data has been processed correctly
□ Any raw data plotted onto a graph includes a line of best-fit where
appropriate
13. GURUCHARAN KUMAR IB ESS IA 2013
Aspect 3: Presenting Processed Data
□ I have decided upon a suitable format in which to present the processed
data.
□ There are clear, unambiguous headings for calculations, tables or graphs
□ Any graphs have appropriate scales, labelled axes with units and accurately
plotted data points with a suitable best-fit line or curve
□ The data has been presented so that all the stages to the final result can be
followed
□ Metric/SI units are included for the final results
□ The final results are shown expressed to the correct number of significant
figures and/or decimal places
□ The uncertainties and errors associated with the raw data have been taken
into account and this is shown in some manner (e.g. error bars may be used,
as appropriate)
14. GURUCHARAN KUMAR IB ESS IA 2013
DISCUSSION, EVALUATION & CONCLUSION LABS
1. This section is a real challenge – it is where you are required to show that
you can apply your knowledge, interpret your findings and propose further
work. In other words, you have to show that you know what you have been
doing.
2. In this section of a report you are required to interpret your results in the
context of the specific questions you set out to answer in the investigation.
3. You should place your findings in the framework of any broader relevant
issues (often with reference to findings or data from published sources).
4. You must be prepared to discuss any unexpected or conflicting results.
5. Once you have interpreted the data and given an account of your findings
(discussion) you then develop a concluding statement that directly addresses
your research question and hypothesis and how/why the results support or
do not support your hypothesis.
6. The evaluation section of the report is often difficult. You are required to
critically evaluate any problems with your study design, unexpected and
conflicting results, how and why these results may have come about and to
propose realistic improvements or extensions to the investigational
procedure.
7. The sequencing of the following sections follows the rubric – Discussion,
Evaluation, Conclusion. If you think that it is more logical to do the report
in a different sequence by all means do so. It is sometimes easier to do –
Discussion, Conclusion, Evaluation.
DISCUSSION:
This is the interpretation of your results. Support your statements with
reference to Tables, Graphs and data in the DCP results section. Some of
the details that you should include are:
o A discussion of the errors/anomalies in the data
o Any random errors and how they affected your data
o Any systematic errors and how they affected your data
15. GURUCHARAN KUMAR IB ESS IA 2013
o A discussion of the precision and accuracy of the data. This should
include an overall statement about the quality of the results and how
confident you are in your results
The discussion explains the relevance of the results of the investigation.
Do not introduce new results in this section. You should have highlighted
the relevant data in the DCP section.
You can, however, provide supporting or contrasting results from published
studies but these must be cited using in-text referencing.
Your discussion needs to be clear and well reasoned. In other words, it
should have a logical and progressional structure. For example, Graph
1/Table 1, progress to Graph 2/Table 2 etc – building up the information to
support your conclusion.
You discussion needs to show a broad understanding of the context. You
need to have done some research beyond your direct investigation. This
may be as simple as stating how the results support what has been discussed
in class/in your textbook.
You need to be sure to explain the implications of your results in a broad
context. For example, if you are studying the effects of pH on plant growth,
how do your findings fit in with what is known about acid rain.
EVALUATION
This section of the report causes considerable problems for students. Look to do it
in a structured, focused way and it will be a lot easier. The purpose of this section
is to identify any problems, weaknesses, limitations or errors in your experiment
and then to make recommendations as to how to improve the process the next time
you do the experiment. It is a section where you are saying “watch out for this”,
“fix that” and “this could be better”.
The evaluation should include a brief discussion of the weaknesses, impacts and
improvements in the following areas:
The experimental design. The focus here is the variables – were they
appropriate, could they be better controlled, were the units of measure and
the errors appropriate to the experiment.
The equipment you used. What problems, errors, corrections,
standardisations etc.
The method/procedure you designed. This is where most of the comment
usually comes in and should include a careful evaluation of:
o Good procedures, bad procedures and improvements
o How to improve the control of variables
o How to reduce random errors
16. GURUCHARAN KUMAR IB ESS IA 2013
Your use of time. Be brief and to the point – don’t spend 3 paragraphs
confessing to not doing the work and how you are going to be better next
time! This is about how you could improve your use of available time by
improving the methodological approach not your personal organisation.
It is suggested that you consider using a table, horizontally across the full page and
discuss these four points under the following headings.
WEAKNESS/LIMITATION IMPACT ON
RESULTS
IMPROVEMENT
Outline the actual problem
that you have identified and
how it came about. Be
quantitative (use
numbers/data) to illustrate the
problem
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.
This does not include
saying “buy better
equipment’, “be more
organised”. . If
appropriate, state if the
improvement is going to
improve accuracy,
precision, reduces
random error etc.
.
Describe improvements for each identified weakness
This section deals with Aspect 3. Suggestions for improvements should be
based on the weaknesses and limitations identified in Aspect 2.
For each improvement ensure that:
a) Modifications are specific (numerical if possible). “Next time we should
work more carefully” is not acceptable.
b) Modifications are realistic – they can be achieved within the constraints of
the timetable, school setting and budget.
c) Improvements are not overly simplistic or superficial – you need to
demonstrate that you are a student at a Diploma level!
CONCLUSION
Your discussion should be built up in such a way to support your conclusion that
should, ideally, come at the end of your discussion. The concluding statement
17. GURUCHARAN KUMAR IB ESS IA 2013
does not have to be long or particularly detailed but should address your research
question and your hypothesis. Your discussion serves as the scientific explanation
of your conclusion and so you do not need to repeat much here – it is a synopsis of
your findings and how your findings fit in with your research questions and
hypothesis.
In order to have a complete based on the rubric (Aspect 3) your conclusion should
include:
Restating the research question and the predicted hypothesis
A statement of what the results mean, particularly the relationship between
the IV and the DV
A statement of whether the results support the hypothesis or not.
A brief statement of why this relationship exits (support or not). You can
bring in outside research to assist your interpretation.
Use your results to justify your conclusion (explain
how your results support your conclusion). See
example to the right
To achieve at the highest level for this aspect you should make sure that:
a) Conclusions are truthful and based on the data. Don’t try and twist your
results to fit a hypothesis or expected outcome.
b) The conclusion is clearly related to the Aim.
Bad example
The results show that the concentration of sugar affects the rate of respiration. As the sugar
concentration increased so did the rate of respiration.
GOOD example
We can conclude that there is a positive, linear relationship between the concentration of sugar and
the rate of respiration. The correlation coefficient of 0.9 indicates that it is a strong relationship.
The trend line in Figure 1 shows that there
is a positive, linear relationship between the
concentration of sugar and the rate of
respiration. The correlation coefficient of
0.9 indicates that it is a strong relationship.
18. GURUCHARAN KUMAR IB ESS IA 2013
c) The conclusion provides a thorough description of any trends or patterns
CHECK LIST FOR CE
Aspect 1: Discussion and Review
□ I have discussed my results in a logical sequence, from basic findings to
more complex interpretation of results.
□ I have included references to graphs, tables, diagrams and literature values
in my discussion
□ I have included a discussion of the broader context of the results based on
external research
□ I have included a discussion the implications of my results based on
published research and/or current understanding
□ I have structured the discussion to support my conclusions in a clear and
focused manner
Aspect 2: Evaluating Procedures
□ I have commented on the design and method of the investigation
□ I have commented on the quality of the data
□ I have listed the weaknesses of the study
□ I have assessed the importance of each of these weaknesses
□ I have commented on the precision and accuracy of the measurements
□ In evaluating the procedure, I have specifically looked at the variables, the
processes, the use of equipment and the management of time
□ My suggestions for improvements are based on the weaknesses and
limitations identified.
□ As appropriate, I address modifications to the experimental technique and
the data range
□ The modifications that I propose are realistic and clearly specified
Aspect 3: Conclusion
19. GURUCHARAN KUMAR IB ESS IA 2013
□ I state a conclusion which is based on a reasonable interpretation of the data
□ If any hypotheses are being tested, I have stated whether the data supports
these hypotheses
□ I give a justification for my conclusion
□ As appropriate, I compare different graphs, or describe the trends shown in
my graphs
□ If I am measuring an already known and accepted value, I have compared
my value with that in a textbook, in order to assess the validity of the result.
□ I fully reference any literature that is quoted.
GENERAL ISSUES
All lab reports used for Internal Assessment (IA) must be printed out on A4
paper with at least a 20mm margin on the left of the page. It is better to
have 20 mm margins both left and right as this allows space for comments.
Stick to a basic font (Arial, Calibri, Times New Roman) that is large enough
to read (10 or 12pt).
Try not to write in the first person. This means that you should try not to
write using “I”, “We”, “Us” etc. Use the 3rd
person and in passive form.
For example, don’t write “I think it is going to jump…..”, use something
like “It is believed that….”, “It was observed that….”, “It was found
that…..”.
You can also cite outside sources as a way of avoiding the first person.
“Based on the findings of Collar & Webb (2008), it is predicted that…….”
Figures (pictures, diagrams and photographs), Tables & Graphs must all
have a specific number and have a clearly understandable and focused
descriptive title. For example, don’t write “Graph showing data from Table
on next page”. Use something like “Graph 3: Line graph showing the
relationship between the length of bean sprouts and the application of
varying concentrations of phosphorous over 10 days”. More details are
given in the section dealing with Data Collection & Processing.
The first 2 pages of the lab report should be:
o The rubric/s being assessed.
o The instruction sheet for the lab.
Prepared