environmental systems and societies assessments
IA Overview
The most important aspect of the environmental systems and societies course is hands-on work in the laboratory and/or out in the field. The syllabus not only directly requires the use of field techniques, but many components can only be covered effectively through this approach. Practical work in this subject is an opportunity to gain and develop skills and techniques beyond the requirements of the assessment model and should be fully integrated with the teaching of the course.
The purpose of the internal assessment investigation is to focus on a particular aspect of an ESS issue and to apply the results to a broader environmental and/or societal context. The investigation is recorded as a written report. The report should be between 1500 and 2250 words. This does not include titles, annotations on images and graphs, bibliography. Data (qualitative and quantitative) is not included but variable tables or error analysis tables do count. You should be made aware that external moderators will not read beyond 2,250 words and I will only mark up to this limit.
The internal assessment investigation consists of:
Student work is internally assessed by the teacher and externally moderated by the IB. The performance in
internal assessment at both SL and HL is marked against common assessment criteria, with a total mark out
of 24.
The most important aspect of the environmental systems and societies course is hands-on work in the laboratory and/or out in the field. The syllabus not only directly requires the use of field techniques, but many components can only be covered effectively through this approach. Practical work in this subject is an opportunity to gain and develop skills and techniques beyond the requirements of the assessment model and should be fully integrated with the teaching of the course.
The purpose of the internal assessment investigation is to focus on a particular aspect of an ESS issue and to apply the results to a broader environmental and/or societal context. The investigation is recorded as a written report. The report should be between 1500 and 2250 words. This does not include titles, annotations on images and graphs, bibliography. Data (qualitative and quantitative) is not included but variable tables or error analysis tables do count. You should be made aware that external moderators will not read beyond 2,250 words and I will only mark up to this limit.
The internal assessment investigation consists of:
- identifying an ESS issue and focusing on one of its specific aspects
- developing methodologies to generate data that are analyzed to produce knowledge and understanding of this focused aspect
- applying the outcomes of the focused investigation to provide understanding or solutions in the broader ESS context.
Student work is internally assessed by the teacher and externally moderated by the IB. The performance in
internal assessment at both SL and HL is marked against common assessment criteria, with a total mark out
of 24.
IA component
- Duration: 10 hours
- Weighting: 20%
- Individual investigation.
- This investigation covers assessment objectives 1, 2, 3 and 4.
IA criteria
The new assessment model uses five criteria to assess the final report of the individual investigation with the following raw marks and weightings assigned:
The new assessment model uses five criteria to assess the final report of the individual investigation with the following raw marks and weightings assigned:
Context
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Planning
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Results, Analysis & Conclusions
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Discussion and Evaluation
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Application
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Communication
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Personal Skills - You are not directly assessed, however, these are good recommendations
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Click on the links above to get more detailed information about the assessment
Ideas for ESS IA
Selecting a suitable Internal Assessment is just as important as the Internal Assessment itself. Be certain that your question is as clear and specific as possible. You should avoid general terms, and refer to the specific independent (manipulated) and dependent (responding) variables you will be testing. If possible be specific about the direction and magnitude of the change you expect to observe in the dependent variable as a result of changes you make in the level of the independent variable.
Here is a listing of examples. The titles below are general, to give you a sense of direction, but they are not sufficiently specific to serve as a research question. You will have to modify the title to make it more specific and focused. In most cases, this will involve indicating the variable(s) chosen for investigation.
Lincoln index
Investigate the factors affecting the accuracy of estimates made using the Lincoln index (capture–mark–release–recapture).
Indicator organisms
Investigate aquatic, terrestrial or air pollution in your city, town or college through the use of the presence or absence of indicator organisms (for example, lichens, mayflies).
Photosynthesis
Investigate the effect of one factor of your choice on photosynthetic rates of Elodea. The teacher may give the general set-up for gathering the rate of photosynthesis. The student can be assessed on the design of the factor to be changed.
Zonation
After a preliminary field visit to a particular ecosystem, investigate the presence or absence of zonation patterns.
Productivity
Investigate changes in productivity in different habitats of an ecosystem that you have visited. Measurements of productivity may have been taught by the teacher. The planning criterion can be assessed by the application of the
techniques to the habitats.
Environmental gradient
Use a sampling method to quantify the pattern and measure changes in an abiotic factor that is considered responsible for the gradient.
Population growth curves
Design an investigation that will look at a limiting factor on plant, animal or fungi growth (for example, flour weevils, duckweed (Lemna), yeast).
Succession
Investigate succession in an ecosystem of your choice. You could use your sampling skills to determine if the differences seen can be attributed to succession by comparing findings with literature regarding species expected in
the area.
Note: This is only practicable if youare near abandoned fields, or that have access to fields whose history of clearing is known.
Soil
Plan an investigation into one of these aspects of soil: (a) compaction, (b) soil conditioners, (c) wind reduction techniques or (d) cultivation techniques.
Erosion due to run-off
Plan and carry out an investigation into the factors that affect sediment load in run-off.
Diversity indices
Investigate differences in diversity for two or more different habitats.
Rate of decomposition
Choose one of the following areas to investigate: (a) type of material, (b) level of pollution, (c) soil type, (d) temperature or (e) amount of moisture.
Acid rain
Design an experiment to measure the effect of acid rain on either plants or building materials.
Water pollution and Lemna growth
Investigate the growth of duckweed (Lemna) over time, given different conditions. Possible suggestions are: water type or a pollutant common in water bodies—oil, heavy metals, pesticides and fertilizers.
Ultraviolet radiation
Design an experiment to look at the effects of ultraviolet radiation on plants or materials (for example, rubber, plastic)
Here is a listing of examples. The titles below are general, to give you a sense of direction, but they are not sufficiently specific to serve as a research question. You will have to modify the title to make it more specific and focused. In most cases, this will involve indicating the variable(s) chosen for investigation.
Lincoln index
Investigate the factors affecting the accuracy of estimates made using the Lincoln index (capture–mark–release–recapture).
Indicator organisms
Investigate aquatic, terrestrial or air pollution in your city, town or college through the use of the presence or absence of indicator organisms (for example, lichens, mayflies).
Photosynthesis
Investigate the effect of one factor of your choice on photosynthetic rates of Elodea. The teacher may give the general set-up for gathering the rate of photosynthesis. The student can be assessed on the design of the factor to be changed.
Zonation
After a preliminary field visit to a particular ecosystem, investigate the presence or absence of zonation patterns.
Productivity
Investigate changes in productivity in different habitats of an ecosystem that you have visited. Measurements of productivity may have been taught by the teacher. The planning criterion can be assessed by the application of the
techniques to the habitats.
Environmental gradient
Use a sampling method to quantify the pattern and measure changes in an abiotic factor that is considered responsible for the gradient.
Population growth curves
Design an investigation that will look at a limiting factor on plant, animal or fungi growth (for example, flour weevils, duckweed (Lemna), yeast).
Succession
Investigate succession in an ecosystem of your choice. You could use your sampling skills to determine if the differences seen can be attributed to succession by comparing findings with literature regarding species expected in
the area.
Note: This is only practicable if youare near abandoned fields, or that have access to fields whose history of clearing is known.
Soil
Plan an investigation into one of these aspects of soil: (a) compaction, (b) soil conditioners, (c) wind reduction techniques or (d) cultivation techniques.
Erosion due to run-off
Plan and carry out an investigation into the factors that affect sediment load in run-off.
Diversity indices
Investigate differences in diversity for two or more different habitats.
Rate of decomposition
Choose one of the following areas to investigate: (a) type of material, (b) level of pollution, (c) soil type, (d) temperature or (e) amount of moisture.
Acid rain
Design an experiment to measure the effect of acid rain on either plants or building materials.
Water pollution and Lemna growth
Investigate the growth of duckweed (Lemna) over time, given different conditions. Possible suggestions are: water type or a pollutant common in water bodies—oil, heavy metals, pesticides and fertilizers.
Ultraviolet radiation
Design an experiment to look at the effects of ultraviolet radiation on plants or materials (for example, rubber, plastic)
Below, are several exemplar IA's to help you with writing your own.
I would recommend starting with the investigation 1. Next read the annotated copy then the moderator comments
I would recommend starting with the investigation 1. Next read the annotated copy then the moderator comments
Important Points
A perfect score would be 42. IBCA adjusts actual marks to reflect the 25% weighting
Your laboratory work and report write-ups will be assessed (that means ‘graded’) using very strict IB criteria. All IB science teachers world-wide must use the same criteria and apply them in the same way—quite a challenge!! To ensure that everyone is following the rules and applying the criteria correctly, schools must send samples of graded student lab reports to IB for monitoring. If a teacher is being too hard or too soft, that teacher’s marks which were awarded to students will be adjusted accordingly.
All IA (Lab) assignments are to be typed and submitted electronically through ManageBac on or before the assignments due date. Please note IA submissions are to be submitted by 12AM - no exceptions. For this reason it is recommended IA assignments be submitted a day early so that any problems can be discussed BEFORE the due date and time occur.
I will decide if your research topic is like another research topic. You must get approval of your topic directly from me before you run the experiment.
A perfect score would be 42. IBCA adjusts actual marks to reflect the 25% weighting
Your laboratory work and report write-ups will be assessed (that means ‘graded’) using very strict IB criteria. All IB science teachers world-wide must use the same criteria and apply them in the same way—quite a challenge!! To ensure that everyone is following the rules and applying the criteria correctly, schools must send samples of graded student lab reports to IB for monitoring. If a teacher is being too hard or too soft, that teacher’s marks which were awarded to students will be adjusted accordingly.
All IA (Lab) assignments are to be typed and submitted electronically through ManageBac on or before the assignments due date. Please note IA submissions are to be submitted by 12AM - no exceptions. For this reason it is recommended IA assignments be submitted a day early so that any problems can be discussed BEFORE the due date and time occur.
I will decide if your research topic is like another research topic. You must get approval of your topic directly from me before you run the experiment.
LAB WRITE
LabWrite is an online tool to help structure good-quality write-ups. Work through the steps of a lab report using this resource and check your report against the checklist and rubrics above. Does it help you work towards those ‘complete’ marks?
LabWrite is an online tool to help structure good-quality write-ups. Work through the steps of a lab report using this resource and check your report against the checklist and rubrics above. Does it help you work towards those ‘complete’ marks?
The following links are from BiologyForLife. These are based on IB Biology Internal Assessment criteria. However, they are very applicable to Environmental Systems and Societies. Please feel free to use these as a guide for your Internal Assessment
This is geared for Biology but very helpful for ESS
