IB Geography SL Internal Assessment Example

The student's investigation is clearly located in a real coastal setting, and the maps and site description make the study area understandable.

The student links the topic to relevant geographical theory, which helps frame the inquiry as more than a simple description.

The student provides enough spatial context for the fieldwork to be feasible and for their hypotheses to make sense.

The maps need stronger cartographic conventions, especially scale, north arrow and key.

The main question would be stronger if the dependent variable were operationalised more precisely.

The local transect and exact study limits could be defined more clearly.

The student uses appropriate fieldwork tools and techniques for the variables they chose, including a pH meter, anemometer and quadrat.

The student attempts replication and standardisation, such as repeated readings and a fixed soil depth.

The student shows an understanding of how a transect can structure data collection across a coastal gradient.

Some parts of the method are not described consistently, especially sampling intervals and wind-speed timing.

Vegetation sampling risks bias because quadrats appear to be placed on vegetated areas rather than systematically across the transect.

The method does not directly measure dune formation, which limits its fit with the question.