IB Geography HL Internal Assessment Example

The student chose a specific coastal fieldwork site and described it clearly enough for the investigation to be carried out in the field.

The student's maps include the key conventions needed to locate the study area, such as a north arrow, scale, labels, and a key.

The student's research focus is geographical and theory-based, with explicit links to dune processes and succession.

The maps locate the area well, but they do not show the actual transects or sampling points used in the investigation.

The student's hypothesis would be stronger if it matched the question more directly by naming the exact outcome being investigated.

The context would be even more convincing if the student stated more precisely which coastal processes were being tested and why they matter for dune development.

The student selected methods that fit the topic, including transects, quadrats, an anemometer, and pH testing.

The student gave some useful procedural detail, such as standardising the anemometer height and referring to repeated measurements.

The methods follow a sensible shore-to-inland pattern that matches the way dune conditions change spatially.

The student's description leaves important inconsistencies about how many sampling points were used and where vegetation was actually measured.

The methods do not clearly explain how the main outcome was measured, so the link between the investigation design and the research question is incomplete.

Some implementation details are not fully convincing because the data presentation and the method description do not always match.