IB Geography HL Internal Assessment Example

The student's investigation is clearly geographically grounded in a precise coastal location, with coordinates and a 500 m transect that make the fieldwork feasible.

The question is well linked to geographical theory, especially aeolian transport and psammosere succession, and it supports hypothesis formation.

The student's maps follow key conventions and provide strong locational context, moving from the national scale to the specific study area.

The dependent idea of sand dune formation is not operationalised in the data the student actually collects, so the question is stronger than the evidence base.

The local map would be more useful if it showed the exact transect and sampling points rather than only the general dune area.

The student describes a range of relevant fieldwork techniques, including a transect, quadrats, pH measurement, and wind-speed sampling.

Several procedures are explained with enough detail to show how they were carried out in practice rather than merely listed.

The methods generally match the variables in the student's hypotheses, showing clear intent to investigate the coastal environment systematically.

The sampling design is internally inconsistent, with the written method not matching the number of stations and repeats shown in the results.

One stated method, longshore-drift testing, does not appear in the results or analysis, which कमजोरens coherence.

The investigation methods do not fully align with the research question because the student does not collect a direct measure of dune formation.