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 sociopolitical 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 Guidance: A society is an arbitrary group of individuals who share some common characteristics, such as geographical location, cultural background, historical timeframe, religious perspective, value system and so on. A variety of significant historical influences could be covered, but with a minimum of three in-depth examples. Possible examples could include: James Lovelock’s development of the Gaia hypothesis; Minamata disaster; Rachel Carson’s book Silent Spring (1962); Davis Guggenheim’s documentary An Inconvenient Truth (2006); Chernobyl disaster of 1986; Fukushima Daiihi nuclear disaster of 2011; whaling; Bhopal disaster of 1984; Gulf of Mexico oil spill of 2010; Chipko movement; Rio Earth Summit 2012 (Rio+20); Earth Day; Green Revolution; Copenhagen Accord; recent or local events of student interest. In the range of historical influences selected, it is beneficial to have both local and global examples. EVSs are individual; there is no “wrong” EVS.
to life with greater self-sufficiency of societies. An ecocentric viewpoint prioritizes biorights, emphasizes the importance of education and encourages self-restraint in human behavior. 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 technocentric viewpoint argues that technological developments can provide solutions to environmental problems. This is a consequence of a largely optimistic view of the role humans can play in improving the lot of humanity. Scientific research is encouraged in order to form policies and to understand how systems can be controlled, manipulated or changed to solve resource depletion. A pro-growth agenda is deemed necessary for society’s improvement. There are extremes at either end of this spectrum (for example, deep to but in practice, EVSs vary greatly depending on cultures and time periods, and they rarely fit simply or perfectly into any classification. Different EVSs ascribe different intrinsic value to components of the biosphere. During the ESS course students should be encouraged to develop their own EVS and to be able to justify their decisions on environmental issues based on their EVSs. International-mindedness: Ecosystems may often cross national boundaries and conflict may arise from the clash of different value systems about exploitation of resources (for example, migration of wildlife across borders in southern Africa). Differences in cultures and societies may influence the development of environmental value systems. Theory of knowledge: EVSs shape the way we perceive the environment—which other value systems shape the way we view the world? Connections: ESS: Conservation of biodiversity (3.4); soil degradation and conservation (5.3); photochemical smog (6.3), acid deposition (6.4); climate change—causes and impacts (7.2); resource use in society (8.2) Diploma Program: Social and cultural anthropology, geography (HL)
The second law of thermodynamics explains the inefficiency and decrease in available energy along a food chain and energy generation systems. As an open system, an ecosystem will normally exist in a stable equilibrium, either in a steady-state equilibrium or in one developing over time (for example, succession), and maintained by stabilizing negative feedback loops. Negative feedback loops (stabilizing) occur when the output of a process inhibits or reverses the operation of the same process in such a way as to reduce change—it counteracts deviation. Positive feedback loops (destabilizing) will tend to amplify changes and drive the system towards a tipping point where a new equilibrium is adopted. The resilience of a system, ecological or social, refers to its tendency to avoid such tipping points and maintain stability. Diversity and the size of storages within systems can contribute to their resilience and affect their speed of response to change (time lags). Humans can affect the resilience of systems through reducing these storages and diversity. The delays involved in feedback loops make it difficult to predict tipping points and add to the complexity of modelling systems. Applications and skills: A tipping point is the minimum amount of change within a system that will destabilize it, causing it to reach a new equilibrium or stable state. Examples of human impacts and possible tipping points should be explored. International-mindedness: The use of energy in one part of the globe may lead to a tipping point or time lag that influences the entire planet’s ecological equilibrium. Theory of knowledge: The laws of thermodynamics are examples of scientific laws—in which ways do scientific laws differ from the laws of human science subjects, such as economics? Connections: ESS: Systems and models (1.2); communities and ecosystems (2.2); terrestrial food production systems and food choices (5.2); energy choices and security (7.1) DP: Physics (topic 2 and option B); chemistry (topics 5, 7 and 15; option C); biology (topic 6); design technology (topic 2)
Populations change and respond to interactions with the environment. Any system has a carrying capacity for a given species. Knowledge and understanding: A species is a group of organisms that share common characteristics and that interbreed to produce fertile offspring. A habitat is the environment in which a species normally lives. A niche describes the particular set of abiotic and biotic conditions and resources to which an organism or population responds. The fundamental niche describes the full range of conditions and resources in which a species could survive and reproduce. The realized niche describes the actual conditions and resources in which a species exists due to biotic interactions. The non-living, physical factors that influence the organisms and ecosystem—such as temperature, sunlight, pH, salinity, and termed abiotic factors. The interactions between the organisms—such as predation, herbivory, parasitism, mutualism, disease, and competition—are termed biotic factors. Interactions should be understood in terms of the influences each species has on the population dynamics of others, and upon the carrying capacity of the others’ environment. Guidance: Students should address this topic in the context of valid named species, for example, use “Atlantic salmon” rather than “fish”, “Kentucky bluegrass” rather than “grass” and “silver birch” rather than “tree”. It is useful to be aware that for some organisms, habitats can change over time as a result of migration. This sub-topic provides lots of opportunities for use of simulations and data analysis. International-mindedness: The change in one community can impact on other communities (butterfly effect). Theory of knowledge: Through the use of specialized vocabulary, is the shaping of knowledge more dramatic in some areas of knowledge compared to others? Connections: ESS: Human population carrying capacity (8.4)
position of a group of organisms in a community that occupy the same position in food chains. Producers (autotrophs) are typically plants or algae that produce their own food using photosynthesis and form the first trophic level in a food chain. Exceptions include chemosynthetic organisms that produce food without sunlight. Feeding relationships involve producers, consumers and decomposers. These can be modelled using food chains, food webs and ecological pyramids. Ecological pyramids include pyramids of numbers, biomass and productivity and are quantitative models that are usually measured for a given area and time. In accordance with the second law of thermodynamics, there is a tendency for numbers and quantities of biomass and energy to decrease along food chains; therefore, the pyramids become narrower towards the apex. Bioaccumulation is the build-up of persistent or non-biodegradable pollutants within an organism or trophic level because they cannot be broken down. Biomagnification is the increase in concentration of persistent or pollutants along a food chain. Toxins such as DDT and mercury accumulate along food chains due to the decrease of biomass and energy. International-mindedness: Ecosystems such as lakes and forests can exist across political boundaries. Theory of knowledge: Feeding relationships can be represented by different models—how can we decide when one model is better than another? Connections: ESS: Energy and equilibria (1.3); sustainability (1.4); climate and impacts (7.2); water pollution (4.4); terrestrial food production systems and food choices (5.2); biodiversity and conservation (topic 3) Diploma Program: Biology (topics 4 and 9; option C) causes
Discuss the factors that could lead to alternative stable states in an ecosystem. Discuss the link between ecosystem stability, succession, diversity and human activity. Distinguish the roles of r and K selected species in succession. Interpret models or graphs related to succession and zonation. 2.5: Investigating ecosystems Significant ideas: The description and investigation of ecosystems allows for comparisons to be made between different ecosystems and for them to be monitored, modelled and evaluated over time, measuring both natural change and human impacts. Ecosystems can be better understood through the investigation and quantification of their components. Knowledge and understanding: The study of an ecosystem requires that it be named and located; for example, Deinikerwald in Baar, Switzerland—a mixed deciduous–coniferous managed woodland. Organisms in an ecosystem can be identified using a variety of tools including keys, comparison to herbarium or specimen collections, technologies and scientific expertise. Sampling strategies may be used to measure biotic and abiotic factors and Guidance: When constructing identification keys, students should be reminded that generic terms such as “big” or “small” are not useful. Comparative, quantitative descriptors and simple identification of the presence or absence of external features are most useful in keys. The design of sampling strategies needs to be appropriate for its purpose and provide a valid representation of the system being investigated. Suitable sampling techniques include random or
systems, which includes the diversity of species, habitat diversity and genetic diversity. Species diversity in communities is a product of two variables: the number of species (richness) and their relative proportions (evenness). Communities can be described and compared through the use of diversity indices. When comparing communities that are similar, low diversity could be indicative of pollution, eutrophication or recent colonization of a site. The number of species present in an area is often indicative of general patterns of biodiversity. Habitat diversity refers to the range of different habitats in an ecosystem or biome. Genetic diversity refers to the range of genetic material present in a population of a species. Quantification of biodiversity is important to conservation efforts so that areas of high biodiversity may be identified, explored, and appropriate conservation put in place where possible. The ability to assess changes to biodiversity in a given community over time is important in assessing the impact of human activity in the community. Applications and skills: Distinguish between biodiversity, diversity of species, habitat diversity and genetic diversity. ancient and unpolluted sites (for example, in Arctic ecosystems). Species diversity within a community is a component of the broader description of the biodiversity of an entire ecosystem. International-mindedness: International scientific collaboration is important in the conservation of biodiverse regions. Theory of knowledge: The term “biodiversity” has replaced the term “nature” in much literature on conservation issues—does this represent a paradigm shift? Diversity index is not a measure in the true sense of a word, but merely a number (index), as it involves a subjective judgment on the combination of two measures: proportion and richness. Are there examples in other areas of knowledge of the subjective use of numbers? Connections: ESS: Foundations of ESS (topic 1); investigating ecosystems (2.5); water pollution (4.4); acid deposition (6.4); climate change—causes and impacts (7.2) Diploma Program: Biology (topics 5 and 10)
Fitter individuals have an advantage and will reproduce more successfully than individuals who are less fit. The offspring of fitter individuals may inherit the genes that give that advantage. This natural selection will contribute to the evolution of biodiversity over time. Environmental change gives new challenges to species: those that are will survive, and those that are not suited will not survive. Speciation is the formation of new species when populations of a species become isolated and evolve differently from other populations. Isolation of populations can be caused by environmental changes forming barriers such as mountain formation, changes in rivers, sea level change, climatic change or plate movements. The surface of the Earth is divided into crustal, tectonic plates that have moved throughout geological time. This has led to the creation of both land bridges and physical barriers with evolutionary consequences. The distribution of continents has also caused climatic variations and variation in food supply, both contributing to evolution. Mass extinctions of the past have been caused by various factors, such as tectonic plate movements, super-volcanic eruption, climatic changes (including altered some of the environmental factors that were formerly unique to different human populations? Human impact has increased the rate at which some mass extinctions have occurred on a global scale. Theory of knowledge: The theory of evolution by natural selection tells us that change in populations is achieved through the process of natural selection—is there a difference between a convincing theory and a correct one? Connections: ESS: Biomes, zonation and succession (2.4); climate change—causes and impacts (7.2) Diploma Program: Biology (topic 5)
Freshwater supplies may become limited through contamination and unsustainable abstraction. Water supplies can be enhanced through reservoirs, redistribution, desalination, artificial recharge of aquifers and rainwater harvesting schemes. Water conservation (including grey-water recycling) can help to reduce demand but often requires a change in attitude by the water consumers. The scarcity of water resources can lead to conflict between human populations, particularly where sources are shared. Applications and skills: Evaluate the strategies that can be used to meet an increasing demand for fresh water. Discuss, with reference to a case study, how shared freshwater resources have given rise to international conflict. Theory of knowledge: Aid agencies often use emotive advertisements around the water security issue—to what extent can emotion be used to manipulate knowledge and actions? Connections: ESS: Climate change—causes and impacts (7.2); terrestrial food production systems and food choices (5.2) and aquatic food production systems (4.3); resource use in society (8.2) and sustainability (1.4) Diploma Program: Social and cultural anthropology; geography (topic 3; options A, B and F); economics 4.3: Aquatic food production systems Significant ideas: Aquatic systems provide a source of food production. Unsustainable use of aquatic ecosystems can lead to environmental degradation and collapse of wild fisheries. Aquaculture provides potential for increased food production. Knowledge and understanding: Guidance:
Demand for aquatic food resources continues to increase as human population grows and diet changes. Photosynthesis by phytoplankton supports a highly diverse range of food webs. Aquatic (freshwater and marine) flora and fauna are harvested by humans. The highest rates of productivity are found near coastlines or in shallow seas, where upwellings and nutrient enrichment of surface waters occurs. Harvesting some species, such as seals and whales, can be controversial. Ethical issues arise over biorights, rights of indigenous cultures and international conservation legislation. Developments in fishing equipment and changes to fishing methods have led to dwindling fish stocks and damage to habitats. Unsustainable exploitation of aquatic systems can be mitigated at a variety of levels (international, national, local and individual) through policy, legislation and changes in consumer behavior. Aquaculture has grown to provide additional food resources and support economic development and is expected to continue to rise. Issues around aquaculture include: loss of habitats, pollution (with feed, antifouling agents, antibiotics and other medicines added to fish pens), spread of diseases and escaped species (some Wild fisheries are also known as “capture fisheries”. Aquaculture is the farming of aquatic organisms in both coastal and inland areas that involves intervention in the rearing process to enhance production. Examine different points of view regarding harvesting of a controversial species; for example, the historical Inuit tradition of whaling versus modern international conventions. When looking at the increase in demand for food resources, consideration should be given to changes in attitude towards “health foods” and food fashions. Consider how two contrasting fisheries have been managed and relate to the concept of sustainability; for example, cod fisheries in Newfoundland and Iceland. Issues that should be covered include: improvements to boats, fishing gear (trawler bags), and detection of fisheries and boats via satellites. Management aspects should include: use of quotas, designation of marine protected areas (exclusion zones), and restriction on types and size of fishing gear (including mesh size of nets). Students should understand maximum sustainable yield (MSY) as applied to fish stocks. International-mindedness:
involving genetically modified organisms). Applications and skills: Discuss, with reference to a case study, the controversial harvesting of a named species. Evaluate strategies that can be used to avoid Explain the potential value of aquaculture for providing food for future generations. Discuss a case study that demonstrates the impact of aquaculture. Successful management of marine and some freshwater fisheries requires partnership between different nations. Theory of knowledge: The Inuit people have an historical tradition of whaling—to what extent does our culture determine or shape our ethical judgments? Connections: ESS: Biodiversity and conservation (topic 3); terrestrial food production systems and food choices (5.2); human population carrying capacity (8.4); resource use in society (8.2); sustainability (1.4) Diploma Program: Geography (option B); economics 4.4: Water pollution Significant idea: Water pollution, both to groundwater and surface water, is a major global problem, the effects of which influence human and other biological systems. Knowledge and understanding: There are a variety of freshwater and marine pollution sources. Types of aquatic pollutants include floating debris, organic material, Guidance: Sources of freshwater pollution should include runoff, sewage, industrial discharge and solid domestic waste.
inorganic plant nutrients (nitrates and phosphates), toxic metals, synthetic compounds, suspended solids, hot water, oil, radioactive pollution, pathogens, light, noise and biological pollutants (invasive species). A wide range of parameters can be used to directly test the quality of aquatic systems, including pH, temperature, suspended solids (turbidity), metals, nitrates and phosphates. Biodegradation of organic material utilizes oxygen, which can lead to anoxic conditions and subsequent anaerobic decomposition, which in turn leads to formation of methane, hydrogen sulfide and ammonia (toxic gases). Biochemical oxygen demand (BOD) is a measure of the amount of dissolved oxygen required to break down the organic material in a given volume of water through aerobic biological activity. BOD is used to indirectly measure the amount of organic matter within a sample. Some species can be indicative of polluted waters and can be used as indicator species. A biotic index indirectly measures pollution by assaying the impact on species within the community according to their tolerance, diversity and relative abundance. Eutrophication can occur when lakes, estuaries and coastal waters receive inputs of nutrients (nitrates and Sources of marine pollution should include rivers, pipelines, atmosphere and activities at sea (operational and accidental discharges). The role of positive and negative feedback in the process of eutrophication should be covered. Coastal eutrophication can lead to red tide blooms. With respect to measuring aquatic pollution, a polluted and an unpolluted site (for example, upstream and downstream of a point source) should be compared. International-mindedness: Countries with limited access to clean water often have higher incidences of water-borne illnesses. Theory of knowledge: A wide range of parameters are used to test the quality of water and judgments are made about causes and effects of water quality—how can we effectively identify cause–effect relationships, given that we can only ever observe correlation? Connections: ESS: Terrestrial food production systems and food choices (5.2); climate
The behavior, structure and composition of the atmosphere influence variations in all ecosystems. Knowledge and understanding: The atmosphere is a dynamic system (with inputs, outputs, flows and storages) that has undergone changes throughout geological time. The atmosphere is predominantly a mixture of nitrogen and oxygen, with smaller amounts of carbon dioxide, argon, water vapor and other trace gases. Human activities impact atmospheric composition through altering inputs and outputs of the system. Changes in the concentrations of atmospheric as ozone, carbon dioxide, and water vapor—have significant effects on ecosystems. Most reactions connected to living systems occur in the inner layers of the atmosphere, which are the troposphere (0–10 km above sea level) and the stratosphere (10–50 km above sea level). Most clouds form in the troposphere and play an important role in the albedo effect of the planet. The greenhouse effect of the atmosphere is a natural and necessary phenomenon maintaining suitable temperatures for living systems. Applications and skills: Guidance: Students should recognize the atmosphere as a dynamic system. The composition of the atmosphere has changed throughout geological history. Living organisms (biotic components) have transformed the atmospheric composition of the Earth and vice versa throughout history. The use of chemical symbols or chemical formulae for atmospheric gases is not required. International-mindedness: Impact to the atmosphere from pollutants can be localized, as evidenced by the destruction of the ozone layer over the poles of the Earth. Pollutants released to the atmosphere are carried by currents in the atmosphere and may create damage in a location other than where they are produced. Theory of knowledge: The atmosphere is a dynamic should we react when we have evidence that does not fit with an existing theory? Connections:
Mitigation involves reduction and/or stabilization of GHG emissions and their removal from the atmosphere. Mitigation strategies to reduce GHGs in general may include: reduction of energy consumption reduction of emissions of oxides of nitrogen and methane from agriculture use of alternatives to fossil fuels geo-engineering. Mitigation strategies for carbon dioxide removal (CDR techniques) include: protecting and enhancing carbon sinks through land management; for example, through the UN collaborative program on reducing emissions from deforestation and forest degradation in developing countries (UN-REDD) using biomass as a fuel source using carbon capture and storage (CCS) enhancing carbon dioxide absorption by the oceans through either fertilizing oceans with compounds of nitrogen, phosphorus and iron to encourage the biological pump, or increasing upwellings to release nutrients to the surface. Even if mitigation strategies drastically reduce future emissions of GHGs, past emissions will continue to have an effect for decades to come. stored permanently underground (geological sites used as repositories) or chemically fixed to form a carbonate. Mitigation is the use of technology and substitution to reduce resource inputs and emissions per unit of output. Adaptation is the adjustment of natural or human systems in response to actual or expected climatic stimuli or their effects, which either moderates harm or exploits beneficial opportunities. Two mitigation and two adaptation strategies should be considered. International-mindedness: The impacts of climate change are global and require global mitigation. Theory of knowledge: There is a degree of uncertainty in the extent and effect of climate change—how can we be confident of the ethical responsibilities that may arise from knowledge when that knowledge is often provisional or incomplete? Connections: ESS: Humans and pollution (1.5); access to fresh water (4.2); photochemical smog (6.3) Diploma Program: Physics (topic 8); economics
Significant ideas: A variety of models and indicators are employed to quantify human population dynamics. Human population growth rates are impacted by a complex range of changing factors. Knowledge and understanding: Demographic tools for quantifying human population include crude birth rate (CBR), crude death rate (CDR), total fertility rate (TFR), doubling time (DT) and natural increase rate (NIR). Global human population has followed a rapid growth curve, but there is uncertainty as to how this may be changing. As the human population grows, increased stress is placed on all of the Earth’s systems. Age–gender pyramids and demographic transition models (DTM) can be useful in the prediction of human population growth. The DTM is a model that shows how a population transitions from a stage with high CBRs and CDRs to an economically advanced stage with low or declining CBRs and low CDRs. Influences on human population dynamics include cultural, historical, religious, social, political and economic factors. National and international development policies may also have an impact on human population dynamics. Guidance: A variety of predictive models could be included, such as computer simulations, statistical and/or demographic tables for LEDCs and MEDCs, age–gender pyramids, and graphical extrapolation of population curves. Development policies may increase or decrease population growth. CBRs and growth rates are reduced through educating of women for greater independence (economic and reproductive), stimulation of economic growth to improve economic welfare and give greater economic independence, mechanization of the agricultural sector and subsequent urbanization. Growth rates may increase if CDRs fall as a result of improved public health, sanitation, and service infrastructure. International-mindedness: A country’s development depends on its economy and its demographics. It also depends on the policies of other countries and international organizations
Applications and skills: Calculate values of CBR, CDR, TFR, DT and NIR. Explain the relative values of CBR, CDR, TFR, DT and NIR. Analyze age–gender pyramids and diagrams showing demographic transition models. Discuss the use of models in predicting the growth of human populations. Explain the nature and implications of growth in human populations. Analyze the impact that national and international development policies can have on human population dynamics and growth. Discuss the cultural, historical, religious, social, political and economic factors that influence human population dynamics. such as the World Bank, the International Monetary Fund (IMF) and the World Trade Organization (WTO). Theory of knowledge: A variety of models and indicators are employed to quantify human population dynamics—to what extent are the methods of the human sciences “scientific”? Connections: ESS: Sustainability (1.4); humans and pollution (1.5); species and populations (2.1); water pollution (4.4); soil degradation and conservation (5.3); climate change—causes and impacts (7.2); human population carrying capacity (8.4) Diploma Program: Biology (option C); social and cultural anthropology; sports, exercise and health science (option C); geography (topic 1); economics 8.2: Resource use in society Significant ideas: The renewability of natural capital has implications for its sustainable use. The status and economic value of natural capital is dynamic. Knowledge and understanding: Guidance:
If human populations do not live sustainably, they will exceed carrying capacity and risk collapse. Applications and skills: Evaluate the application of carrying capacity to local and global human populations. Compare and contrast the differences in the EF of two countries. Evaluate how EVSs impact the EFs of individuals or populations. population is living sustainably and within the carrying capacity provided. International-mindedness: Sustainability is the responsible use and management of global resources that allows natural regeneration and minimizes environmental damage. Theory of knowledge: Human carrying capacity is difficult to quantify and contains elements of subjective judgment. It has been claimed that historians cannot be the same be said of environmental scientists when making knowledge claims? Connections: ESS: Sustainability (1.4); humans and pollution (1.5); access to fresh water (4.2); aquatic food production systems (4.3); terrestrial food production systems and food choices (5.2); energy choices and security (7.1); resource use in society (8.2) Diploma Program: Geography (topic 4 and option G)
Presenting Processed Data Presents processed data appropriately and, where relevant, includes errors and uncertainties. a. If you are comparing a relationship between parameters then a graph will be most appropriate as it provides a visual representation of the data a. Both axes labelled and include the correct units b. At least 70% of the graph paper is used. c. Points are plotted accurately d. Error bars are drawn for at least one variable or line of best fit is included. Figure 1: Title (should include the independent and dependent variables) Figure 2: etc. Conclusion: States a conclusion, with justification, based on a reasonable interpretation of the data. The relationship between the variables is correctly stated. Students must justify their conclusion and note any systematic or unforeseen random uncertainties (anomalies). Connects to the research question, and hypothesis. EVALUATION Evaluate the methodology of your research, discussing the strengths, weaknesses and limitations of the process. Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are discussed and provide evidence of a clear understanding of the methodological issues involved in establishing the conclusion. Reflect on how they have impacted on the conclusion of the study The student has discussed realistic and relevant suggestions for the improvement and extension of the investigation. Must also reflect on the outcomes of their investigation in relation to the broader environmental issue, which was raised at the beginning of the internal assessment process. Strengths and Weaknesses Evaluates weaknesses and limitations. Comments on the overall ‘quality’ of the procedure used and data collected. Significant weaknesses and limitations in the process, equipment used and management of time are identified. Has some appreciation of the significance of each weakness? Aim for identifying 3 weaknesses/limitations. Improving the Investigation Suggests realistic improvements in respect of identified weaknesses and limitations. Weaknesses and limitations identified earlier are addressed.
3-4 Evaluates the conclusion in the context of the environmental issue but there are omissions Describes some strengths, weaknesses and limitations within the method used Suggests modifications and further areas of research. 5-6 Evaluates the conclusion in the context of the environmental issue Discusses strengths, weaknesses and limitations within the method used Suggests modifications addressing one or more significant weaknesses with large effect and further areas of research. Application (APP) Mark Aspect Application Strengths, Weaknesses & Limitations 0 The student’s report does not reach a standard described by the descriptors below 1 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 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 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, weaknesses and limitations of this solution. Communication (COM) Mark Aspect Organization Terminology Content 0 The student’s report does not reach a standard described by the descriptors 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.