IB Geography SL Internal Assessment Example

The student selected a clearly geographical topic and linked it to urban microclimate ideas such as the heat-island effect and the PLVI model.

The student's map set gives the reader a workable sense of the study area and the seven investigation sites.

The student's hypotheses make the investigation testable and show clear theoretical direction.

The overall geographic context is still broader than it needs to be, because the exact corridor or transect could be stated more precisely.

Some mapping conventions need correction, including the longitude label and the amount of visual clutter on the site maps.

The route map would be stronger if each site’s position and spacing were shown more consistently.

The student describes several appropriate primary techniques and shows that the investigation involved genuine field collection rather than only secondary research.

The student explains why methods such as traffic counts, building observations, cloud observations, and green-space estimates were relevant to the question.

The student included repeated observations and multiple groups, which is a sensible way to improve reliability.

Some methods are not fully standardised, especially the temperature measurement height and the subjective estimate of green space.

The sampling route is weakened by practical constraints, so the spacing and selection of sites are not consistently systematic.

Important controls such as exact observation position, shade, wind, and timing at each site are not specified clearly enough.