Question 1 (Criteria A – 2 marks):
Source A shows an increasing trend of CO2 emissions from 1950 - 2022. Outline one reason for this increasing trend of C02 emissions.
Marks | Descriptor | Notes |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1 | The student states one reason for the increasing trend of CO2 emissions. | The following is an example of the type of response that would be awarded (1 mark).
Increased production / consumption.
For (1 mark), the impact may be general or generic but this can be rewarded. |
2 | The student outlines reason for the increasing trend of CO2 emissions. | The following is an example of the type of response that would be awarded (2 marks).
Countries around the world are developing and increasing their production and consumption of goods and services, which leads to higher CO2 emissions.
To award (2 marks), the student must provide some brief detail on the impact. |
Question 2 (Criteria A – 4 marks):
Explain one possible impact on a rise in CO2 emissions. (4 marks)
Marks | Descriptor | Notes |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1 | The student states a possible impact on rise in CO2 emissions. | The following is an example of the type of response that would be awarded (1 mark).
Rising CO2 emissions can lead to global warming.
For (1 mark), students must provide a brief fact/statement about the impact of a rise in CO2 emissions; the statement may be vague or general. No further detail is required.
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2 | The student explains a possible impact on rise in CO2 emissions. | The following is an example of the type of response that would be awarded (2 marks).
Rising CO2 emissions can lead to global warming, which increases the Earth's temperature.
A (2 mark) response is likely to be a single sentence with a clause or two/three short sentences; the detail provided will be brief. |
3 | The student describes a possible impact on rise in CO2 emissions. | The following is an example of the type of response that would be awarded (3 marks).
Rising CO2 emissions can lead to global warming, which increases the Earth's temperature, causing ice caps to melt and sea levels to rise.
The impact should be considered in detail without any comprehensive reasoning provided.
An example may be used to support the description, but this does not need to be thorough. An example is not a formal requirement to achieve (3 marks).
More important than the length of the response is the quality and depth provided. |
4 | The student outlines a possible impact on rise in CO2 emissions. | The following is an example of the type of response that would be awarded (4 marks).
Rising CO2 emissions can lead to global warming, which increases the Earth's temperature. This warming causes polar ice caps and glaciers to melt, resulting in higher sea levels. As sea levels rise, coastal areas experience more frequent and severe flooding. This flooding can destroy habitats, displace communities, and cause significant economic losses.
A detailed account of the impact and a reason should be provided to award (4 marks).
More important than the length of the response is the quality and depth provided. |
Question 3 (Criteria B – 8 marks):
Researchers from the “Union of Concerned Scientists” produced the following infographic (Source B) to demonstrate their investigation on the rise of sea levels.
Evaluate the process of their investigation. (Criteria B - 8 marks)
Strengths (Note: It is possible to consider specific parts rather than the whole infographic.)
Marks | Descriptor | Notes |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1 | The student states the strength(s) of the infographic. | The following is an example of the type of response that would be awarded (1 mark).
The infographic is split into organized sections.
Only one strength needs to be mentioned to warrant (1 mark). General responses such as ‘it is well planned’ can be accepted at this level. A (1 mark) response can be one sentence that refers to a single strength. |
2 | The student outlines the strength(s) of the infographic. | The following is an example of the type of response that would be awarded (2 marks).
The infographic is split into four facts, each with different information about sea level rise and global warming.
Only one strength needs to be mentioned and elaborated on with brief detail to warrant (2 marks). One or two outlines provided results in (2 marks). However, if a student outlines three or more strengths, they can be awarded (3 marks). |
3 | The student explains the strength(s) of the infographic. | The following is an example of the type of response that would be awarded (3 marks).
The infographic is split into four facts, each with different information about sea level rise and global warming. This makes it easy for the viewer to find different information related to each fact easily.
Only one strength needs to be mentioned and elaborated on in additional detail with reasoning to warrant (3 marks). If a student outlines three or more strengths, they can be awarded (3 marks). |
Limitations (Note: Considering how the infographic could be improved can be rewarded under this mark band. It is possible to consider specific parts of the infographic.)
Marks | Descriptor | Notes |
0 | The student does not reach a standard described by any of the descriptors below. |
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1 | The student states the limitation(s) of the infographic. | The following is an example of the type of response that would be awarded (1 mark).
The infographic does not mention impacts of sea level rise.
Only one limitation needs to be mentioned to warrant (1 mark).
A (1 mark) response can be one sentence that refers to a single limitation. |
2 | The student outlines the limitation (s) of the infographic. | The following is an example of the type of response that would be awarded (2 marks).
The infographic only focuses on the causes and solutions to sea level rise and does not mention any of its negative impacts.
Only one limitation needs to be mentioned and elaborated on to warrant (2 marks). One or two outlines provided results in (2 marks). However, if a student outlines three or more limitations, they can be awarded (3 marks).
A (2 marks) response is likely to be a single sentence with two clauses or two/three short sentences; the detail provided will be brief. |
3 | The student explains the limitation (s) of the infographic. | The following is an example of the type of response that would be awarded (3 marks).
Only one limitation needs to be mentioned and elaborated on in additional detail with reasoning to warrant (3 marks).
One significant limitation of the infographic is that it only addresses the causes and potential solutions to sea level rise but fails to cover its negative impacts. This means the audience is not fully informed about the real-world consequences of rising sea levels.
If a student outlines three or more limitations, they can be awarded (3 marks).
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Appraisal
Marks | Descriptor | Notes |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1 | The student states an overall appraisal of the infographic. | The following is an example of the type of response that would be awarded (1 mark).
Overall, the infographic is good but there is room for improvement.
For (1 mark), the appraisal statement is likely to be a summary of the strengths and limitations or a brief judgment.
The appraisal can appear anywhere in the response; it does not have to be a concluding statement. |
2 | The student outlines an overall appraisal of the infographic. | The following is an example of the type of response that would be awarded (2 marks).
Overall, the infographic is good - it provides important information and data on why sea levels are rising and possible solutions. However, some parts of the infographic could be improved, for example by adding the negative consequences.
The appraisal statement will weigh up both positive and negative points (this may be done implicitly or explicitly) to make an overall judgement on the infographic.
The appraisal can appear anywhere in the response; it does not have to be a concluding statement. |
Question 4 (Criteria D – 12 marks)
Now you must plan your own investigation to address a current problem related to climate change, based on the argument: “Climate change will disproportionately impact certain populations due to differences in risk and vulnerability.”
Question 4A
Formulate a clear and focused research question to address the argument. (Criteria B - 2 marks)
Note: Rephrasing the argument into a question should be awarded (0 marks).
Marks | Descriptor | Notes |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1 | The student formulates a research question that is either clear or focused and connected to the investigation. | The following are examples of the type of response that would be awarded (1 mark).
1. To what extent does climate change impact Bangladesh? 2. How does climate change impact different countries?
In examples 1 and 2 above, the RQ are clear (you can easily understand the intention of the investigation) and are connected to the investigation of the impact of climate change. However, the questions lack focus as they don’t specify, for example, a specific time or other specific aspects such as location, effect, or a chosen factor. |
2 | The student formulates a research question that is both clear and focused and connected to the investigation. | The following are examples of the type of response that would be awarded (2 marks).
1. To what extent does rising sea levels impact coastal communities in Bangladesh? 2. To what extent does climate change impact low-income countries compared with high income countries?
In the examples above, the RQ are clear (you can easily understand the intention of the investigation) and are connected to the investigation of the impact of climate change empire. The first RQ focuses on the factor of rising sea levels so merits 2 marks. The second RQ focuses on low and high income countries so also merits 2 marks. |
Question 4B
Justify the usefulness of your research question to address the argument. (Criteria B - 4 marks)
Marks | Descriptor | Notes |
0 | The student does not reach a standard described by any of the descriptors below. |
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1 | The student states how the research question is relevant to the purpose of the investigation. | The following are examples of the type of response that would be awarded (1 marks).
Ex. The research question will help to find out about the impact of climate change.
Ex. My question is relevant to the investigation that is about the effect of a factor of different countries and is linked to the investigation while being clear and focused.
No detail is required. This is likely to be a single sentence response that makes a simple connection to the investigation of climate change. The 2nd example is vague and makes a very simple connection even if it’s longer than the 1st example.
A response that could apply to any research is likely to be awarded this level, like the 2nd example. |
2 | The student outlines how the research question is relevant to the purpose of the investigation. | The following are examples of the type of response that would be awarded (2 marks).
Ex. The research question will look at how coastal communities might be impacted by climate change, as they live close to the sea.
Ex. The research question is relevant because it looks at the different in how low income and high-income countries have different impacts.
Likely to be a single sentence with two clauses or two/three short sentences that provides brief detail on how the RQ is relevant to the investigation of factors of risk and vulnerability to climate change.
General or vague information that repeats the content of the question without adding new details is likely to be awarded this level as a maximum. |
3 | The student describes how the research question is relevant to the purpose of the investigation. | The following are examples of the type of response that would be awarded (3 marks).
Ex: The research question will look at how low- and high-income countries have different levels of risk and vulnerability to climate change. Low-income countries may be not as well prepared.
At least one argument/factor should be considered in detail without providing reasoning why the RQ is relevant to the investigation of factors of risk and vulnerability to climate change.
More important than the length of the response, is the quality and depth provided. |
4 | The student justifies how the research question is relevant to the purpose of the investigation. | The following are examples of the type of response that would be awarded (4 marks).
Ex: The research question will examine the differing levels of risk and vulnerability to climate change between low- and high-income countries. Low-income countries may be less prepared due to fewer resources and less advanced technology for adapting to and mitigating climate change. In contrast, high-income countries might be better prepared. This investigation aims to determine whether there are disproportionate impacts of climate change on different income groups.
At least one argument/factor should be considered in detail, along with reasoning why the RQ is relevant to the investigation of factors of risk and vulnerability to climate change.
More important than the length of the response, is the quality and depth provided. |
Question 4C
State one primary source that would help you in your investigation. (Criteria B - 1 mark)
Responses may include:
· Income levels of different communities
· Interviews with members of low-income communities
Accept any valid response that is specifically related to the investigation (the research question or the argument).
Question 4D
Describe the information that the primary source you stated in part (d) would provide for your investigation. (Criteria B - 3 marks)
Marks | Descriptor | Notes |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1 | The student states how the primary source stated in part 4C would help their investigation | The following is an example of the type of response that would be awarded (1 mark).
The income levels will help me know if the communities belong to low or high income groups.
For (1 mark), the benefit of the source is brief. Examples are likely to not be included at this level. |
2 | The student outlines how the primary source stated in part 4C would help their investigation | The following is an example of the type of response that would be awarded (2 marks).
The income levels will help me know if the communities belong to low- or high-income groups which I can use to understand how they may be impacted by climate change.
At this level, the benefit of the source should be illustrated with examples provided to support the response. |
3 | The student describes how the primary source stated in part 4C would help their investigation | The following is an example of the type of response that would be awarded (3 marks).
The income levels will help me know if the communities belong to low- or high-income groups which I can use to understand how they may be impacted by climate change. Based on their incomes, some may be less impacted than others because of their different levels of vulnerability.
At this level, the benefit of the source should be illustrated with detailed examples provided to support the response. The examples provided must be specific. |
Question 4E
Outline one challenge you might face during your investigation. (Criteria B - 2 marks)
Marks | Descriptor | Notes |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1 | The student states one challenge. | The following is an example of the type of response that would be awarded (1 mark).
There is too much data to consider.
A (1 mark) response is likely to be one sentence that hints at a single challenge. |
2 | The student outlines one challenge. | The following is an example of the type of response that would be awarded (2 marks).
There is too much data regarding low-income countries and high-income countries.
A (2 mark) response is likely to be a single sentence with a single challenge that is elaborated on; the detail provided will be brief. |
Question 5 (Criteria A - 6 marks, Criteria C - 12 marks)
You are an advocate for environmental sustainability and have been invited to speak at a global environmental conference. Prepare a persuasive speech that explains the importance of sustainable practices. Your speech should include:
At least two benefits of sustainability for the environment and local communities
Examples of successful sustainability initiatives
A call to action for stakeholders (individuals, businesses, governments) to support sustainable practices
Criteria A
Marks | Descriptor | Notes |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1 | The student demonstrates limited knowledge and understanding by outlining to a stakeholder the benefits of sustainability for the environment and local communities, using limited examples and limited relevant terminology. | The following is an example of the type of response that would be awarded (1 mark). The environment benefits from sustainability because it helps protect nature. Local communities benefit because they can have cleaner air. Responses are likely to be brief, with little detail. There is requirement to include an example but the lack of one does not mean the student cannot be awarded (1 mark).
Terminology may be limited in terms of accuracy and/or frequency. |
2-3 | The student demonstrates adequate knowledge and understanding by describing to a stakeholder the benefits of sustainability for the environment and local communities, using satisfactory examples and appropriate relevant terminology. | The following is an example of the type of response that would be awarded (3 marks). Sustainability benefits the environment and local communities in several ways. For instance, it reduces pollution and conserves resources. When businesses use renewable energy like solar power, it lowers greenhouse gases. This helps communities by improving air quality and reducing health risks. If the student only provides one benefit of sustainability, the maximum mark that can be awarded is (3 marks). It should be evident that the student has knowledge of the benefits of sustainability for the environment and local communities and they should be able to call on relevant example(s) to support their point(s) but these examples might be lacking in detail or not be the most appropriate. There is likely to be little or no reasoning provided in the response i.e. there may be some reasoning provided but the examples/terminology/detail in the response is not sufficient enough to warrant a mark in the higher band then a mark in this band should be awarded (see best-fit guidance at the start of the document). Terminology used should be accurately used in the correct context. |
4-5 | The student demonstrates substantial knowledge and understanding by explaining to a stakeholder the benefits of sustainability for the environment and local communities, using accurate examples and appropriate relevant terminology. | The following is an example of the type of response that would be awarded (4 marks). Sustainability plays a crucial role in both environmental conservation and community well-being. By adopting sustainable practices such as recycling and using eco-friendly materials, we can preserve natural habitats and biodiversity. For example, companies like Patagonia have implemented sustainable sourcing of materials, which supports local economies and reduces environmental impact. Such initiatives not only benefit the environment by reducing carbon footprint but also empower communities through job creation and economic stability. At this level, students need to demonstrate good understanding of the benefits of sustainability for the environment and local communities by providing a detailed response to the question. The student should call on appropriate example(s) that support their point(s). There may be some reasoning provided but if the examples/terminology/detail in the response are not sufficient to warrant a mark in the higher band then a mark in this band should be awarded (see best-fit guidance at the start of the document). |
6 | The student demonstrates substantial knowledge and understanding by thoroughly explaining to a stakeholder the benefits of sustainability for the environment and local communities, using accurate and effective examples and appropriate relevant terminology. | The following is an example of the type of response that would be awarded (6 marks). The first way that sustainability can help is by directly supporting the environment. If we produce and consume in environmentally conscious ways, we are protecting the environment. For example, by using renewable energies in our factories while we produce goods, we will emit less carbon dioxide. This will help us address climate change, which is an existential threat to us. By using cleaner energy sources such as solar energy and wind energy, we can therefore make the environment cleaner and better for future generations. Another way that sustainability can help is to support local communities. By prioritizing sustainable practices, we can enhance the well-being and resilience of communities. We can source materials for production locally. For example, a furniture manufacturer can choose to buy wood from nearby forests that are managed sustainably rather than importing it from overseas. This will reduce transportation emissions and supports local economies. This creates jobs, boosts local businesses, and keeps money circulating within the community. The response should be very detailed and provide clear reasoning, making use of example(s). However, comprehensive understanding of the benefits of sustainability for the environment and local communities should be included. The student may have demonstrated an excellent understanding, however this does not mean that the response must be perfect or the best example of a response you have seen; there are multiple ways of demonstrating ability and quite different responses may be awarded the same mark. Terminology used should be accurately and effectively used in the correct context. |
Criteria C1 - Format
Marks | Descriptor |
0 | The student does not reach a standard described by any of the descriptors below. |
1 | One of the following features are included:
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2 | Two of the following features are included:
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Criteria C2 – Communicating information and ideas
Marks | Descriptor | Notes |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1-2 | The student communicates information and ideas using a style and language that are rarely appropriate to the format of a persuasive speech for the stakeholder and the purpose of explaining. | Language is rarely clear or appropriate to what would be expected in a script. The text reads more formally e.g. like an essay. Language is basic/simple and doesn’t engage the stakeholder effectively. Text may be extremely short (5-6 lines or less) so that not enough evidence is available to award a higher level. |
3-4 | The student communicates information and ideas using a style and language that are occasionally appropriate to the format of a persuasive speech for the stakeholder and the purpose of explaining. | Language is clear and appropriate to what would be expected in a persuasive speech. The text reads at times more formally e.g. like an essay and at times like a persuasive speech. (A script that is written more like an essay is likely to be awarded 3 marks. If it is written at times more like a persuasive speech, it is likely to be awarded 4 marks. Best-fit should always be applied.) Some language features such as adjectives, adverbs, similes, hyperbole, metaphor, imagery, rhetorical questions, concise sentences, and emotive vocabulary are used to engage the stakeholder. First-person plural may be used but is not essential for a persuasive speech.
To convince and engage, you must address a stakeholder directly. If this is done once in the script, then it can be awarded (4 marks). Other features are needed to be awarded a higher level (see notes below). |
5-6 | The student communicates information and ideas using a style and language that are consistently appropriate to the format of a persuasive speech for the stakeholder and the purpose of explaining. | Language is clear and completely appropriate to what would be expected in a persuasive speech. The text reads like a persuasive speech throughout. It will compel and convince the stakeholder as it’s giving details so they can identify with the issue and lead them into possible action. Language features such as adjectives, adverbs, similes, hyperbole, metaphor, imagery, rhetorical questions, concise sentences, and emotive vocabulary are often used to engage the audience. An effective hook at the beginning of the persuasive speech should be included to get the viewer’s attention and introduce the message or topic. First-person plural may be used but is not essential for a persuasive speech. To be considered as consistently appropriate, you should find a clear “call to action” at the end of the persuasive speech along with other language features. |
Criteria C3 – Organizational structure
Marks | Descriptor | Notes |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1 | The student structures information and ideas in a way that is rarely effective and appropriate to the stakeholder and purpose of explaining. | Ideas rarely build on each other in a logical manner. When appropriate, the student rarely uses effective transitions within sentences and/or between sentences and/or paragraphs to show relationships between ideas. Text may be extremely short (5-6 lines or less) so that not enough evidence is available to award a higher level. Text may read like a list of items. |
2 | The student structures information and ideas in a way that is occasionally effective and appropriate to the stakeholder and purpose of explaining. | Ideas occasionally build on each other in a logical manner.
When appropriate, the student sometimes uses effective transitions within sentences and/or between sentences and/or paragraphs to show relationships between ideas. |
3 | The student structures information and ideas in a way that is mainly effective and appropriate to the stakeholder and purpose of explaining. | Ideas frequently build on each other in a logical manner. When appropriate, the student often uses effective transitions within sentences and/or between sentences and/or paragraphs to show relationships between ideas. |
4 | The student structures information and ideas in a way that is consistently effective and appropriate to the stakeholder and purpose of explaining. | Ideas consistently build on each other in a clear and logical manner. When appropriate, the student always uses effective transitions within sentences and/or between sentences and/or paragraphs to show relationships between ideas.
Ideas flow seamlessly. |
Question 6 (Criteria D – 6 marks)
In terms of its origin, purpose, value and limitations, analyse the usefulness of Source C for a student studying human interaction with the environment by answering the questions below.
Source C: Excerpts from speech given by Elon Musk, CEO of SpaceX at the 67th International Astronautical Congress, 2016
So first of all, why go anywhere, right? The... I think there are really two fundamental paths. History is going to bifurcate along two directions: One path is we stay on Earth forever, and then there will be some eventual extinction event — I don't have an immediate doomsday prophecy — but there's... it's eventually, history just that there will be some doomsday event. The alternative is to become a space-faring civilization and a multi-planet species, which I hope you agree that is the right way to go.
Yes? That's what we want.
So how do we figure out how to take you to Mars and create a self-sustaining city? A city that it is not merely an outpost, but could become planet and its own right, and thus we could become a truly multi-planet species. |
Question 6A
State the origin of the source. (Criteria D - 1 mark)
Responses may include:
Elon Musk, CEO of SpaceX
A speech by the CEO of SpaceX
Question 6B
State the purpose of the source. (Criteria D - 1 mark)
Responses may include:
To communicate the author’s opinion that if humans stay on Earth, they will become extinct
To convince the audience that humans should colonize Mars
Accept any valid response that is not copied from the source.
Question 6C
Outline one value of Source A for a student studying human interaction with the environment. (Criteria D - 2 marks)
Descriptor | Notes | |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1 | The student states the value of the source to a student studying human interaction with the environment. | The following is an example of the type of response that would be awarded (1 mark).
It gives the perspective of a CEO of a space company.
Only one value needs to be mentioned to warrant (1 mark). The quality of the response is what is rewarded, not the number of values referred to. A (1 mark) response can be one sentence that refers to a single value. |
2 | The student outlines the value of the source to a student studying human interaction with the environment. | The following is an example of the type of response that would be awarded (2 marks).
It gives the perspective of an important individual who is CEO of a space company. This is valuable because the opinions can help us understand possible solutions to environmental issues.
Only one value needs to be mentioned and elaborated on to warrant (2 marks). The quality of the response is what is rewarded, not the number of values referred to.
A (2 mark) response is likely to be a single sentence with two clauses or two/three short sentences; the detail provided will be brief. |
Question 6D
Outline one limitation of Source A for a student studying human interaction with the environment. (Criteria D - 2 marks)
Descriptor | Notes | |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1 | The student states the limitation of the source to a student studying human interaction with the environment. | The following is an example of the type of response that would be awarded (1 mark).
The source does not explain why humans should colonize Mars.
Only one limitation needs to be mentioned to warrant (1 mark).
The quality of the response is what is rewarded, not the number of limitations referred to. A (1 mark) response can be one sentence that refers to a single limitation. |
2 | The student outlines the limitation of the source to a student studying human interaction with the environment. | The following is an example of the type of response that would be awarded (2 marks).
The source does not explain why humans should colonize Mars and does not give any reasons for possible human extinction due to human interaction with the environment.
Only one limitation needs to be mentioned and elaborated on to warrant (2 marks). The quality of the response is what is rewarded, not the number of limitations referred to.
A (2 mark) response is likely to be a single sentence with two clauses or two/three short sentences; the detail provided will be brief. |
Question 7 (Criteria D – 6 marks)
Do you agree with the claim that humans should “become a space-faring civilization and a multi-planet species”? Justify your answer. (Criteria D - 6 marks)
Descriptor | Notes | |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1 | The student states whether humans should become space-faring civilization and a multi-planet species. | The following is an example of the type of response that would be awarded (1 mark).
Yes, humans should become a space-faring civilization and a multi-planet species. / No, humans should not become a space-faring civilization and a multi-planet species.
This response simply states a position without any further detail or explanation. |
2-3 | The student outlines whether humans should become space-faring civilization and a multi-planet species. | The following is an example of the type of response that would be awarded (2-3 marks).
Yes, humans should become a space-faring civilization and a multi-planet species because it could ensure the survival of humanity. / No, humans should not become a space-faring civilization and a multi-planet species because it is too expensive.
This response outlines a reason for the position but does not provide much detail or depth in the explanation. |
4-5 | The student justifies whether humans should become space-faring civilization and a multi-planet species. | The following is an example of the type of response that would be awarded (4-5 marks).
Yes, humans should become a space-faring civilization and a multi-planet species because it could ensure the survival of humanity in case of a global catastrophe on Earth. Additionally, exploring and colonizing other planets can drive technological and scientific advancements that benefit all of humanity. / No, humans should not become a space-faring civilization and a multi-planet species because it is too expensive and we should focus on solving problems here on Earth, like poverty and climate change.
This response not only outlines the position but also provides justification by presenting reasons. There is some depth to the explanation, although it may not fully explore all aspects of the argument. |
6 | The student fully justifies whether humans should become space-faring civilization and a multi-planet species. | The following is an example of the type of response that would be awarded (6 marks).
Yes, humans should become a space-faring civilization and a multi-planet species because it could ensure the survival of humanity in case of a global catastrophe on Earth, such as an asteroid impact or severe climate change. Moreover, the pursuit of space exploration fosters technological and scientific advancements that can solve Earth-based problems, such as new medical technologies or sustainable energy solutions. Additionally, the intrinsic human drive for exploration and discovery can inspire global cooperation and generate economic growth through new industries and job creation. Therefore, becoming a space-faring civilization is not only a safeguard for our species but also a catalyst for profound progress in multiple fields. / No, humans should not become a space-faring civilization and a multi-planet species because it is an extraordinarily expensive endeavor that diverts resources away from pressing issues on Earth, such as poverty, climate change, and global health crises. The financial and intellectual investments required for space colonization could be better utilized in developing sustainable technologies and infrastructures that improve life on our home planet. Furthermore, ethical concerns arise regarding the potential exploitation of extraterrestrial environments and the responsibility to preserve them. Therefore, focusing on Earth's immediate needs and solving our own planetary crises should take precedence over the costly and uncertain pursuit of becoming a multi-planet species.
This response fully justifies the position by providing multiple detailed reasons and exploring the broader implications of becoming a space-faring civilization and a multi-planet species. It demonstrates a comprehensive understanding and thorough reasoning. |
Question 8 (Criteria A - 8 marks, Criteria C - 8 marks, Criteria D - 8 marks)
“Climate change is the biggest threat humanity faces”. To what extent do you agree?
Write a well-structured essay in response to the above and:
include examples to support your argument
consider different perspectives
Criteria A
Marks | Descriptor | Notes |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1-2 | The student demonstrates limited contextual and conceptual understanding in an outline, using limited examples and limited terminology |
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3-4 | The student demonstrates adequate contextual and conceptual understanding in a description, using satisfactory examples and appropriate terminology. |
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5-6 | The student demonstrates substantial contextual and conceptual understanding in an explanation, using accurate examples and appropriate terminology. |
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7-8 | The student demonstrates detailed contextual and conceptual understanding in a thorough explanation, using accurate and effective examples and appropriate terminology. |
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Criteria C1 - Format
Marks | Descriptor |
0 | The student does not reach a standard described by any of the descriptors below. |
1 | Two of the following elements are included:
Additional note: The elements must appear as separate paragraphs. If this is not the case (0 marks) should be awarded. |
2 | Three of the following elements are included:
Additional note: The elements must appear as separate paragraphs. |
Criteria C2 – Communicating information and ideas
Note: The use of first-person singular is appropriate and formal in the context of a “to what extent question” (e.g.: “I believe that […]”).
Marks | Descriptor | Notes |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1 | The style and language used are rarely appropriate. | The style of writing is rarely consistent with what would be expected in an essay.
Language is rarely clear, use of basic, familiar, vague words. Text may be extremely short (5-6 lines or less) so that not enough evidence is available to award a higher level. |
2 | The style and language used are occasionally appropriate. | The style of writing is not always consistent. Language is less clear in places. |
3 | The style and language used are consistently appropriate. | The style of writing is consistent with what would be expected in an essay. Language is formal and clear, and the vocabulary is rich and precise. |
Criteria C3 – Organizational structure (essay should be easy to read with ideas logically connected to one another from one sentence to the next)
Marks | Descriptor | Notes |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1 | The organizational structure is rarely effective. | Paragraphs/ideas sometimes build on each other in a logical manner.
When appropriate, rarely uses effective transitions within sentences or between sentences and/or paragraphs to show relationships between ideas.
Text may be extremely short (5-6 lines or less) so that not enough evidence is available to award a higher level. |
2 | The organizational structure is occasionally effective. | Paragraphs/ideas build on each other in a mainly logical manner.
When appropriate, sometimes uses effective transitions within sentences and between sentences and/or paragraphs to show relationships between ideas. |
3 | The organizational structure is consistently appropriate and effective. | Paragraphs/ideas build on each other in consistently clear and logical manner. |
Criteria D
Note: A response that includes one perspective is likely to be awarded (1-2 marks).
Note: The perspectives can include different places, spaces, or contexts.
Note: A response that does not include a conclusion indicating to what extent climate change is the biggest threat to humanity is likely to be awarded (1-2 marks).
Note: A conclusion shouldn’t present new aspects that haven't been included previously in the essay.
Marks | Descriptor | Notes |
0 | The student does not achieve a standard described by any of the descriptors given below. |
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1-2 | The student provides one perspective in a basic analysis and summarizes information to a limited extent in response to the question posed. |
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3-4 | The student provides different perspectives in an analysis and summarizes information to make clear arguments in response to the question posed. |
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5-6 | The student provides different perspectives in an analysis and synthesizes information to make clear arguments in response to the question posed. |
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7-8 | The student provides different perspectives in a detailed discussion and synthesizes information to make clear arguments in response to the question posed. |
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