Professional Documents
Culture Documents
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ESS IA (First exam 2017)
CRITERIA FOR
PRACTICALS
30 points PRATICALS
6 Criteria’s
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CRITERIA FOR ESS IA
Identifying the Planning Results, analysis Discussion and Applications Commu Total
context (PLA) and conclusion evaluation (APP) nication
(CXT) (RAC) (DEV) (COM)
6 6 6 6 3 3 30
(20%) (20%) (20%) (20%) (10%) (10%) (100%)
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Sample Front page of the ESS LAB
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Candidate Subject
Candidate RQ
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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 Descriptor
level Mark Band
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.
3–4 The student’s report:
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.
5–6 The student’s report:
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
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local or global) andESSthe research
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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
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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
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RESEARCH QUESTION
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RESEARCH QUESTION:
• The research question needs to be specific and focused.
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SAMPLE 1-RQ
• A poor question RQ would be “Species
diversity 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
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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?
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Your Hypothesis should contain :
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What is Scientific Justification ?
1.It may be that the methodologies previous
studies explain the phenomenon;
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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.
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Sample Lab Hypothesis
SIMPSON DIVERSITY INDEX
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INTRODUCTION
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INTRODUCTION
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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
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Planning (PLA) (6)
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Mark Band
Achievement Descriptor
level
0 The student’s report does not reach a standard described by any of the
descriptors given below.
1–2 The student’s report:
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.
3–4 The student’s report:
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.
5–6 The student’s report:
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.
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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?:
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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 Table
Variables Units Impact
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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:
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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.
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Variables Table
Variables Units Why to How to
control? control?
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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
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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.
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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.
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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.
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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.
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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 Descriptor
t level Mark Band
0 The student’s report does not reach a standard described by any of the
descriptors given below.
1–2 The student’s report:
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.
3–4 The student’s report:
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.
5–6 The student’s report:
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
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to the research question is deduced.
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
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• Data collection skills are important in
accurately recording observed events and are
critical to scientific investigation.
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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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Sample Calculation is compulsory
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Sample Calculation is compulsory
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CALCULATIONS
• Students are expected to be able to go beyond
simple arithmetic calculations such as means and
aggregated totals.
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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
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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.
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• PRECISION: You should follow significant
figures. Limit your precision to the
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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.
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A Good Data Presentation section will:
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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.
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Appropriate headings with units on both axis
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DIFFERENT FORMAT OF GRAPHS
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Results, analysis and conclusion
(RAC) (6)
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Mark Band
Achievement Descriptor
level
0 The student’s report does not reach a standard described by any of the
descriptors given below.
1–2 The student’s report:
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.
3–4 The student’s report:
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.
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constructs diagrams, charts or graphs of all relevant quantitative and/or
qualitative data appropriately
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conclusion to the research question is deduced.
• 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:
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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)
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A Good Discussion will have 3 things:
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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
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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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GOOD EVALUATION SHOULD BE
• Identifies a sufficient number of limitations
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WEAKNESS/LIMITATION IMPACTON RESULTS IMPROVEMENT
Outline the actual problem What did it mean in How are you going to fix
that you have identified and terms of the results the problem. Be
how it came about. that you have realistic and specific.
collected. If you need
to point out the
error/problem in a
graph or table.
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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.
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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!
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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 Descriptor
t level Mark Band
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.
2 The student’s report:
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.
3 The student’s report:
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,
Gurucharanweaknesses and limitations of this
solution. ESS IA (First exam 2017)
201
• 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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ESS IA (First exam 2017)
• Evaluates relevant strengths,
weaknesses and limitations of this
solution.
Gurucharan
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ESS IA (First exam 2017)
Communication (COM) (3)
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ESS IA (First exam 2017)
Achievement Descriptor
level Mark Band
0 The student’s report does not reach a standard described by any of the
descriptors given below.
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.
Gurucharan
205
ESS IA (First exam 2017)
General Information
Gurucharan
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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
Gurucharan
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ESS IA (First exam 2017)
• Photographs:
• All the photos need to add annotations
• Try to put your own individual photos
• All photos should be in visible size
Gurucharan
208
ESS IA (First exam 2017)
• 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
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ESS IA (First exam 2017)
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(First exam 2017)
ESS IA
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