AMAZING WORLD OF SCIENCE WITH MR. GREEN
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  • IBDP Environmental Systems and Societies
    • ESS Topics >
      • Statistical Anaylsis
      • ESS Topic 1 Foundations of ESS >
        • ESS Topic 1.1: Environmental Value Systems
        • ESS Topic 1.2: Systems and Models
        • ESS Topic 1.3: Energy and Equilibria
        • ESS Topic 1.4: Sustainability
        • ESS Topic 1.5: Humans and Pollution
      • ESS Topic 2 Ecosystems and Ecology >
        • ESS Topic 2.1: Species and Population
        • ESS Topic 2.2: Communities and Ecosystems
        • ESS Topic 2.3: Flows of Energy and Matter
        • ESS Topic 2.4: Biomes, Zonation and Succession
        • ESS Topic 2.5: Investigating Ecosystems
      • ESS Topic 3: Biodiversity and Conservation >
        • ESS Topic 3.1: Introduction to Biodiversity
        • ESS Topic 3.2: Origins of Biodiversity
        • ESS Topic 3.3: Threats to Biodiversity
        • ESS Topic 3.4: Conservation of Biodiversity
      • ESS Topic 4: Water and Aquatic Food Production Systems and Society >
        • ESS Topic 4.1: Introduction to Water Systems
        • ESS Topic 4.2: Access to Fresh Water
        • ESS Topic 4.3: Aquatic Food Production Systems
        • ESS Topic 4.4: Water Pollution
      • ESS Topic 5:Soil Systems and Terrestrial Food Production Systems and Society >
        • ESS Topic 5.1: Introduction to Soil Systems
        • ESS Topic 5.2: Terrestrial Food Production Systems and Food Choices
        • ESS Topic 5.3: Soil Degradation and Conservation
      • ESS Topic 6: Atmospheric Systems and Society >
        • ESS Topic 6.1: Introduction to the Atmosphere
        • ESS Topic 6.2: Stratospheric Ozone
        • ESS Topic 6.3: Photochemical Smog
        • ESS Topic 6.4: Acid Deposition
      • ESS Topic 7: Climate Change and Energy Production >
        • ESS Topic 7.1: Energy Source and Security
        • ESS Topic 7.2: Climate change – Causes and Impacts
        • ESS Topic 7.3: Climate change – Mitigation and Adaptation
      • ESS Topic 8: Human System and Resource Use >
        • ESS Topic 8.1: Human Populations Dynamics
        • ESS Topic 8.2: Resource Use in Society
        • ESS Topic 8.3 Solid Domestic Waste
        • ESS Topic 8.4 Human Population Carrying Capacity
    • ESS Internal Assessments >
      • ESS IA Context
      • ESS IA Planning >
        • Surveys
        • Secondary Data - Data Bases
      • ESS IA Results, Analysis & Conclusions
      • ESS IA Discussion and Evaluation
      • ESS IA Application
      • ESS IA Communication
      • ESS Personal Skills in IA
    • ESS Extended Essay
    • IB Command Terms
    • Official IB ESS Glossary
    • IB ESS Revision
    • Group 4 Project
  • IBDP Bio (Old Curriculum)
    • IB Biology SL Topics >
      • Statistical Anaylsis
      • Topic 1: Cell Biology >
        • Topic 1.1 Introduction to Cells
        • Topic 1.2 Ultra-Structure of Cells
        • Topic 1.3 Membrane Structure
        • Topic 1.4 Membrane Transport
        • Topic 1.5 Origin of Cells
        • Topic 1.6: Cell Division
      • Topic 2: Molecular Biology >
        • Topic 2.1:Molecules to Metabolism
        • Topic 2.2 Water
        • Topic 2.3: Carbohydrates and Lipids
        • Topic 2.4: Proteins
        • Topic 2.5: Enzymes
        • Topic 2.6: Structure of DNA and RNA
        • Topic 2.7: DNA Replication, Transcription and Translation
        • Topic 2.8 Cellular Respiration
        • Topic 2.9: Photosynthesis
      • Topic 3: Genetics >
        • Topic 3.1: Genes
        • Topic 3.2: Chromosomes
        • Topic 3.3: Meiosis
        • Topic 3.4: Inheritance
        • Topic 3.5: Genetic Engineering and Biotechnology
      • Topic 4: Ecology >
        • 4.1 Species, Communities and Ecosystems
        • 4.2 Energy Flow
        • 4.3 Carbon Cycle
        • 4.4 Climate Change
      • Topic 5: Evolution and Biodiversity >
        • Topic 5.1 Evidence for Evolution
        • Topic 5.2 Natural Selection
        • Topic 5.3: Classification of Biodiversity
        • Topic 5.4: Cladistics
      • Topic 6: Human Physiology >
        • Topic 6.1: Digestion and Absorption
        • Topic 6.2: The Blood System
        • Topic 6.3: Defense Against Infectious Disease
        • Topic 6.4: Gas Exchange
        • Topic 6.5: Neurones and Synapses
        • Topic 6.6: Hormones, Homeostasis and Reproduction
    • IB Biology HL Topics >
      • Topic 7: Nucleic Acids >
        • Topic 7.1 DNA Structure and Replication
        • Topic 7.2 Transcription and Gene Expression
        • Topic 7.3 Translation
      • Topic 8: Metabolism, Cell Respiration and Photosynthesis >
        • Topic 8.1 Metabolism
        • Topic 8.2 Cell Respiration
        • Topic 8.3 Photosynthesis
      • Topic 9: Plant Biology >
        • Topic 9.1 Transport in the Xylem of Plants
        • Topic 9.2 Transport in the Phloem of Plants
        • Topic 9.3 Growth in Plants
        • Topic 9.4: Reproduction in Plants
      • Topic 10: Genetics and Evolution >
        • Topic 10.1: Meiosis
        • Topic 10.2: Inheritance
        • Topic 10.3: Gene Pools and Speciation
      • Topic 11: Animal Physiology >
        • Topic 11.1 Antibody Production and Vaccination
        • Topic 11.2: Movement
        • Topic 11.3: The Kidney and Osmoregulation
        • Topic 11.4: Sexual Reproduction
    • Options >
      • Option D: Human Physiology >
        • D1: Human Nutrition (Core)
        • D2: Digestion (Core)
        • D3: Function of the Liver (Core)
        • D4: Function of the Heart (Core)
        • D5: Hormones and Metabolism (HL)
        • D6: Transport of Respiratory Gases (HL)
    • IB Biology Internal Assessment >
      • Internal Assessment Personal Engagement
      • Internal Assessment Exploration
      • Internal Assessment - Analysis
      • Internal Assessment Evaluation
      • Internal Assessment - Communications
    • IB Biology Revision
    • Group 4 Project
  • Grade 10 MYP Biology
    • GR 10 Topic 1: Gas Exchange and Cellular Respiration
    • GR 10 Topic 2 Muscles and Energy
    • GR10 Topic 3: Homeostasis and Thermoregulation
    • GR10 Topic 4: Water Balance >
      • How Much Is That Kidney
  • Grade 9 MYP Biology
    • Grade 9 Topic 1: Life Processes
    • GR9 Topic 2: Cells
    • GR 9 Topic 3: Macro Molecules
    • GR9 Topic 4 Cellular Movement
    • GR 9 Topic 5: Transport In Plant
    • GR 9 Topic 6 Enzymes
  • MYP Laboratory Guidance
  • Guide To Exam Success
    • What Are You Eating
    • Get Organized
    • Day Before the Exam
    • When You Sit Down For The Exam
    • Taking The Exam
  • Scientific Dictionary
  • Scientific Method
  • About Me

Identifying the context

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​This criterion assesses the extent to which you establish and explore an environmental issue (either local or global) for an investigation and develops this to state a relevant and focused research question.

This criterion assesses the development of the purpose of the study. You will be expected to show an understanding of the broader environmental issue and then develop you idea for a focused research question.

Identifying the context (6)

The environmental issue is the overarching reason for your lab. (Think is it in the book). EVERYTHING IS LINKED BACK HERE! 

Large ideas could include but are not limited to: 
  • increased use of fossil fuels 
  • desertification
  • eutrophication of water due to farming techniques
  • loss of biodiversity 
  • over population/ urbanization
  • over consumption of ground water

Environmental Issue:
  • Identify an environmental issue in relation to your RQ (Should be done first!)
  • Discuss the environmental issue in the context of your Research Question
  • Develop a range of arguments within the focus of the issue
  • Explain how the issue is connected to your Research Question


This is a great document from Science Sauce to help select your topic


Research Question:  
  • Should arise from a broader area of environmental interest (the context), so that in conjunction with evaluating the research process and findings of your study, you will be able to discuss the extent to which the study applies to the environmental issue that interests them at a local, regional or global level (the application)The research questions is clearly stated and precisely formulated.
  • Explain the broader issue and then distill this to create a focused research question
  • Has relevance to a broader issue but is at a meaningful scale for the time frame investigated
  • Is it testable?
  • Does is contain both independent and dependent variable?
  • Is it focused and clear (do people know exactly what you are trying to do without asking questions)?
  • Research question includes scientific name of organism, if relevant (Genus species).
  • The research question can be used to formulate a hypothesis predicting the relationship between the DV and IV.

The discussion should lead you to develop creative thinking and novel solutions, or to inform current political and management decisions relating to the issue. For example, if you carry out a study on the impact of wind turbines that have been erected in the vicinity of your school, you may suggest solutions for the erection of wind turbines in other areas based on your findings.

Whatever you choose, should have a local or global connection somewhere specific that you are looking. 
Example: Urbanization of the Dallas, TX, USA metro area is causing and increasing demand for water. 

Warnings: Narrow your focus from overly broad issues to something specific to a country or local connection. 
Examples:
  • Broad: Climate Change
  • More Focused: The destruction of the Trinity River Deciduous Forest in Dallas, TX, USA due to urbanization.
 
  • Broad: Air pollution
  • More focused: Use of coal plants in Lima, Peru and their energy choices ​
 
WHY?!  Specific, clear, know what you are going to do without reading it, independent and dependent variables are clear. 
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Background: 
  • Explain everything the reader would need to know before doing the investigation?
  • Explain the science behind the investigation? The Why and how of it working?
  • Cite your sources (in text and work cited)?
  • Explain how the science is connected to your investigation research idea?
  • The background sets the research question into context.
  • Justify the connection between your study and the bigger problem that was the stimulus for your investigation
  • Background information provide sufficient information about the environmental context
  • Appropriate and relevant background correctly  described and explained.
  • Citations relevant to the research question are used.
  • Background information is used to form a hypothesis.

Local/Global Connection:
  • Provide the reader with an understanding of how the RQ and issue are connected to a local and or global environmental issue
  • Clearly explain how these connections are relevant to your RQ
  • Provide enough background information for the reader to understand these connections

If you are using any living organisms, or products from living organisms, such as seeds from a certain plant, give the most precise name you can and give the scientific name if possible (e.g. Phaseolus vulgaris for kidney beans).

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The second and third in a series from Science Sauce about Choosing Your Topic and Writing Your Report
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