IB ESS INTERNAL ASSESSMENT MARKING FORM

FOR FIRST EXAMS MAY 2017

Total score:

IDENTIFYING THE CONTEXT

The criterion assess the extent to which the student establishes and explores an environmental issue (either local or
global) for an investigation and develops this to state a relevant and focused research question.

0 1 - 2 3 - 4 5 - 6

The The students report: The students report: The students report:
student’s
report does • states a research question, but • states a relevant research • states a relevant, coherent and
not reach a there is a lack of focus question focused research question
standard
described • outlines an environmental issue • outlines an environmental issue • discusses an environmental
by the (either local or global) that is (either local or global) that issue (either local or global) that
descriptors linked to the research question provides the context to the provides the context for the
(right) research question research question
• lists connections between the
environmental issue and the • describes connections between • explains connections between
research question but there are the environmental issue and the environmental issue and the
significant omissions. the research question but there research question
are omissions.

Missing Needs Work Yes

RQ clear/sharply focused X -
RQ refers to Independent and Dependent Variables X -
RQ linked clearly to environmental issue X -
Environmental issue discussed X -
Scale/seriousness of issue is highlighted X -
Good use of references to support issue X -
Additional Comments

You need better theory on your study as well as more elaboration on your environmental issue.
PLANNING
This criterion assess the extent to which the student has developed appropriate methods to gather data that is relevant
to the research question. This data could be primary or secondary, qualitative or quantitative, and may utilise many
techniques associate with both experimental and social science methods of inquiry. There is an assessment of safety,
environmental and ethical considerations where applicable.

0 1 - 2 3 - 4 5 - 6

The The students report: The students report: The students report:
student’s
report does • designs method that is • designs a repeatable* method • designs a repeatable* method
not reach a inappropriate because it will appropriate to the research appropriate to the research
standard not allow for the collection of questions but does not allow question that allows for the
described relevant data for the collection of sufficient collection of sufficient relevant
by the relevant data data
descriptors • outlines the choice of sampling
(right) strategy but with some errors • describes the choice of • justifies the choice of sampling
and omissions sampling strategy strategy used

• lists some risks and ethical • outlines the risk assessment • describes the risk assessment
considerations where applicable and ethical considerations and ethical considerations
where applicable where applicable

*Repeatable, in this context, means that sufficient detail is provided for the reader to be able to replicate the data
collection for another environment or society. It does not necessarily mean repeatable in the sense of replicating it under
laboratory conditions to obtain a number of runs or repeats in which all the control variables are exactly there same.

Missing Needs Work Yes

Independent Variable stated including units X -
Dependent Variable stated including units X -
Controlled variables explained X
At least five changes of Independent Variable X
(for correlation RQ)
Control group/sample clearly identified
(for comparison RQ)
Minimum 5 repeats X
Explains need for repeat data X -
Sampling method justified X -
Method shows all steps (field & lab) & is repeatable X -
Full list of equipment including sizes X -
Controls referred to in method
Images/Photos of Lab set up (labeled) X -
Map/diagram of field work (labeled)
Full risk assessment including ethical considerations X -
Method collects sufficient data to answer RQ X
Additional Comments

I am a bit confused with this section as I do not recognize your method - you did not count bubbles….?
RESULTS, ANALYSIS AND CONCLUSION
This criterion assesses the extent to which the student has collected, recorded, processed and interpreted the data in
ways that are relevant to the research question. The patterns in the data are correctly interpreted to reach a valid
conclusion.

0 1 - 2 3 - 4 5 - 6

The The students report: The students report: The students report:
student’s
report does • constructs some diagrams, • constructs diagrams, charts or • constructs diagrams, charts or
not reach a charts or graphs of quantitative graphs of quantitative and/or graphs of all quantitative and/or
standard and/or qualitative data, but qualitative data, which are qualitative data appropriately
described there are significant errors or appropriate but there are some
by the omissions omissions • analyses the data correctly and
descriptors completely so that all relevant
(right) • analyses some of the data but • analyses the data correctly but patterns are displayed
there are significant errors the analysis is incomplete
and/or omissions • interprets trends, patterns or
• interprets some trends, relationships in the data, so that
• states a conclusion that is not patterns or relationships in the a valid conclusion to the
supported by the data data so that a conclusion with research is deduced
some validity is deduced

Missing Needs Work Yes

Observations made X
Raw data table present X
Raw data has uncertainties (where appropriate)
Decimals consistent for Raw Data X
Decimals match least certain measurement X
Appropriate headings including units X
Anomalous data clearly identified
Justification for omitting anomalies from processing
Averages have uncertainty X -
Decimals of averages consistent with raw data X
Standard deviation (or other appropriate) calculated X
Statistical analysis performed (Chi2, Correl or T-test) X
Sample calculations shown X
Processed data table present X
Graph of IV against DV present X
Graph has labeled axes including units X
Graph has uncertainties for both variables
Error bars plotted using S.D. (or other) X
Descriptive title (including error bars) X
Line of best fit present (for correlation) X
Identification of all relevant patterns/trends in data X
All graph trends correctly interpreted & explained X
Literature value or trend referred to X
Conclusion refers to graph X
Conclusion refers to size of uncertainties e.g. S.D. X
Conclusion comments on the reliability of the data X
Research Question referred to in conclusion X
Additional Comments

You have nice data but be careful with using ‘rate’ if you only show concentration. Rate is pr time.
Also, your tables are not very clear and you need to work on your graph. SD and statistics is missing.
Very importantly you have not analyzed your data at all.
DISCUSSION AND EVALUATION
This criterion assesses the extent to which the student discusses the conclusion in the context of the environmental issue,
and carries out and evaluation of the investigation.

0 1 - 2 3 - 4 5 - 6

The The students report: The students report: The students report:
student’s
report does • describes how some aspects of • evaluates the conclusion in the • evaluates the conclusion in the
not reach a the conclusion are related to context of the environmental context of the environmental
standard the environmental issue issue but there are omissions issue
described
by the • identifies some strengths and • describes some strengths, • discusses strengths,
descriptors weaknesses and limitations of weaknesses and limitations weaknesses and limitations
(right) the method within the method used within the method used

• suggests superficial • suggests modifications and • suggests modifications

modifications and/or further further areas of research addressing one or more
areas of research significant weaknesses with
large effect and further areas of
research

Missing Needs Work Yes

Conclusion put into context of environmental issue X
Evaluates the conclusion in the context of the issue X
References used to support discussion X
Effect of error referred to e.g. S.D. X
Strengths of method discussed X
Limitations of Experimental Procedure discussed X
Sufficient weaknesses/errors identified X
Evaluation based on data collected X
Improvements on identified weaknesses X
Improvements/Modifications specific and significant X
Areas of further research suggested X
Additional Comments

The discussion is missing and there is some problems in the evaluation.

APPLICATIONS
This criterion assesses the extent to which the student identifies and evaluates one way to apply the outcomes of the
investigation in relation to the broader environmental issue that was identified at the start of the project.

0 1 2 3

The The students report: The students report: The students report:
student’s
report does • states one potential application • describes one potential • justifies one potential
not reach a and/or solution to the application and/or solution to application and/or solution to
standard environmental issue that has the environmental issue that the environmental issue that
described been discussed in the context has been discussed in the has been discussed in the
by the context, based on the findings context, based on the findings
descriptors • describes some strengths, of the study, but the of the study
(right) weaknesses and limitations of justification is weak or missing
this solution • evaluates relevant strengths,
• evaluates some relevant weaknesses and limitations of
strengths, weaknesses and this solution
limitations of this solution

Missing Needs Work Yes

Application to environmental issue given X
Application is fully justified using evidence X
Solution to issue is suggested & justified
Solution is evaluated fully
Additional Comments

I am not quite sure I follow this section.

COMMUNICATION
This criterion assesses whether the report has been presented in a way that supports effective communication in terms of
structure, coherence and clarity. The focus, process and outcomes of the report are well presented.
SCO
RE
0 1 2 3
SCO
RE
The • The investigation has limited • The report has structure and • The report is well structured and
student’s structure and organisation organisation but this is not well organised
report does sustained throughout the report
not reach a • The report makes limited use of • The report makes consistent use
standard appropriate terminology and it is • The report either makes use of of appropriate terminology and is
described not concise appropriate terminology or it is concise
by the concise
descriptors • The presentation of the report • The report is logical and coherent
(right) limits the reader’s understanding • The report is mainly logical and
coherent, but is difficult to follow
in parts

Missing Needs Work Yes

Report well-structured and well-organized X
Appropriate terminology used X
Writing always focused and concise X
Clear and concise conclusion X
Page numbers used, graphs and images labeled X
Graphs and images referred to by label X
Numbered referencing used correctly X
Bibliography X
Report is between 1500-2250 words X
Additional Comments

There are some structural issues that should be fixed.

Please note that while the report would be expected to be correctly referenced, students will not be penalised under their
criterion for a lack of bibliography or other means of citation. It is likely that such an omission would be treated under the
IB Diploma Programme academic honesty policy.

ADDITIONAL COMMENTS - MARKING/MODERATING

You have an almost full draft however many sections still need considerable work. Please check your method is what you actually
did in the lab.

SIGNED: INITIAL MARKER ______________________ MODERATOR ______________________