IB Geography HL Internal Assessment Example

The student's fieldwork question is clearly geographical and focused on measurable variables that allow hypothesis formation.

The student links the investigation to relevant geographical theory, especially Bagnold’s aeolian transport theory and psammosere succession.

The student includes maps at multiple scales with useful cartographic conventions such as titles, keys, north arrows and scale bars.

The local map does not clearly show the transect or sample points used in the investigation.

Some mapping details reduce precision, including inconsistent scale presentation and a misspelt place name.

The contextual description is relevant but could be more exact with coordinates or a clearly marked sampling route.

The student describes field methods that are relevant to the question, including systematic sampling, vegetation-cover estimates, anemometer readings and pH measurements.

The student makes a genuine attempt to improve reliability through repeated measurements and averaging.

The student's method shows some understanding of why a transect is suitable for studying spatial change across a dune environment.

The sampling design is not fully consistent, because the report refers to both systematic and stratified sampling without clearly explaining how they work together.

The relationship between the stated number of transects, groups and the final dataset is unclear.

Some procedural details do not match the later tables exactly, which makes the implementation harder to follow.