RECENT ASSIGNMENT

Hi, could you please help me for this depth study. The subject I’d Earth and environmental science.
Year/Course: 12 - HSC Earth and Environmental Science
Unit of work: Module 5-8
Task 2 – Depth Study
Assessment weighting: 30%
Outcomes assessed:
Questioning and predicting
EES11/12-1 develops and evaluates questions and hypotheses for scientific investigation
Planning investigations
EES11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information
Conducting investigations
EES11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information
Processing data and information
EES11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media
Analysing data and information
EES11/12-5 analyses and evaluates primary and secondary data and information
Problem solving
EES11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes
Communicating
EES11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose
Knowledge and understanding
EES12-12 describes and evaluates the models that show the structure and development of the Earth over its history
EES12-13 describes and evaluates the causes of the Earth’s hazards and the ways in which they affect, and are affected by, the Earths systems
EES12-14 analyses the natural processes and human influences on the Earth, including the scientific evidence for changes in climate
EES12-15 describes and assesses renewable and non-renewable Earth resources and how their extraction, use, consumption and disposal affect the Earth’s systems
Rubric:
You will be marked on your ability to:
? Demonstrate extensive knowledge of the content of the assigned & chosen research topics.
? Show connections between ideas which indicate relationships.
? Refer to information provided in the task to develop a concept or idea.
? Correctly use scientific language and diagrams.
? Write responses using scientific language that follow the conventions of planning and conducting research and writing a scientific report.
? Process and analyse information to demonstrate your skills in problem solving and scientific thinking.
? Demonstrate knowledge and understanding of particular technological advances in understanding Science.

Logbook:
Students are required to write a digital logbook showing the progress of the research and development of their inquiry questions, as well as their readings and findings. Every idea, reading, development, rejections, photo, sketch, challenge etc. should be recorded in the logbook, along with a date and any extra notes relevant to the entry.
The logbook is evidence of the development of an original idea and the creative process of developing that idea. It should include:
- Dates for all entries
- Research and readings, including URLs for online research (full bibliography not required)
- Draft notes and analyses of readings
- Development of inquiry questions, including draft and unused questions, as well as reasons for updating/changing inquiry questions, sub-questions and topics.
There is no word limit for the logbook.
Report:
The following is a suggested scientific format for this research.
Required word count for this section is 2000 words (±10%).
Title
The title should clearly and briefly indicate what the report is about. The title is never a complete sentence, and articles (a, an, the) are usually omitted.
Subheading: Student inquiry question
Abstract
This should include the main objectives, findings (i.e. results) and the conclusions. A reader should be able to grasp the full scope and significance of the work reported without having to read the entire report. A more comprehensive guide to writing an abstract can be found here:
http://www.easterbrook.ca/steve/2010/01/how-to-write-a-scientific-abstract-in-six-easy-steps/
Literature Review
In this section, students use peer reviewed scientific journal articles to answer the inquiry question they have developed.
Investigation Body
This section should include:
- Define and discuss mass media, discuss how the information is delivered to mass audiences and the influence it has on society as a whole.
- Discuss media bias and factors that might contribute to this bias.
- Distinguish between objectionable facts and subjective opinions reported.
Students are to review at least 5 articles/reports. These articles/reports are to come from a variety of Australian mass media providers and outlets.
- Summary of key points and conclusion of each article.
- Analysis of “balanced views” – are “balanced” views appropriate and are the view holders of equal expertise?
A more comprehensive suggestion to detecting bias in news media is found here:
https://fair.org/take-action-now/media-activism-kit/how-to-detect-bias-in-news-media/
Results
This is where students will explore the following question:
? Assess the extent to which the mass media accurately covers concepts studied in Year 12 Earth and Environmental Science.
Students outline the validity and reliability of each media article. The CRAAP test is suggested and provided below.
Conclusion
Summarise assessment accuracy of mass media (strengths and limitations of media accuracy and overall judgement statement).
Discussion
In the discussion, students are to:
- Provide possible explanations for their results and conclusions.
- Analyse research; how could the research method be more effective?
- Suggest areas of future research that could lead from the findings.
Students are also to explore the following question in this section:
? Predict the effects on the Earth’s resources and/or environment if the concepts of Earth and Environmental Science were more widely understood and applied.
Bibliography
See guide below.
Appendix
Attach media stories, including URL and transcription of any video/audio stories used in the body of the report.
Presentation:
The presentation is to link directly to the report. Students are to present their research findings to the class in a 5-minute (approx.) presentation. This presentation should use pictures, charts, graphs and other diagrams, with subheadings and key points and terms, while keeping the detailed information in the report only. Students are to speak to the class explaining the major points of their presentation, followed by a Question & Answer session from peers.
The presentation does NOT require in-text referencing or a bibliography.
The presentation is required to be submitted electronically in PDF format via Google Classroom (by 9am) by the due date and will be presented in Earth and Environmental Science lesson period 3 on March 11, 2022
Topic suggestions:
Students can choose and develop their inquiry question from anywhere in Module 5-8 of the year 12 Earth and Environmental Science syllabus. The following list is intended to inspire ideas for the design of students’ own inquiry question.
- Is the origin of life on Earth understood?
- How likely is it that a second origin of life has occurred on a planet other than Earth?
- Are we seeing the beginnings of a 6th mass extinction in Earth’s history?
- How does human activity contribute to droughts, floods or bushfires?
- Does volcanic and/or human activity contribute to current climate change?
- How will human global civilisations have to adapt to climate change?
- Can humans reverse the effects of climate change?
- Can Earth’s non-renewable resources be extracted with minimal effect on the environment?
- Are Australia’s Aboriginal and Torres Strait Islander people appropriately involved with the decisions made regarding mining and resource management?
- How sustainable are Australia’s waste management options?
- How sustainable is Australia’s practices of overharvesting, water pollution or habitat removal or destruction?
Developing an Inquiry Question:
Students’ research/inquiry question must directly link to the Year 12 Earth and Environmental Science syllabus and answerable through extraction of information from secondary sources. Check with your teacher before confirming a question.
The linked resource will assist in developing the actual research/inquiry question to be more specific and resistant to simplistic answers.
https://library.wwu.edu/lit/getting-started/inquiry/developing-an-inquiry-question
The development process of an inquiry question should be included in your logbook
Accessing Scientific Papers:
Many scientific papers are behind paywalls. Students have a few ways to circumvent these paywalls/subscriptions to access a wider range of papers relevant to topics of interest, including:
1. Obtain a State Library Card and/or a National Library Card by following the links below. These are free and allow you access to many e-resources, including scientific article databases.
State Library NSW: https://www.sl.nsw.gov.au/research-and-collections/get-library-card
National Library of Australia: https://www.nla.gov.au/getalibrarycard/
2. Install the -unpaywall- browser extension by following the link supplied. This extension will harvest open access content like scientific articles that would otherwise be more difficult to find.
https://unpaywall.org/?fbclid=IwAR2JzWvAHRQJiF9G7v1EGq6sd8joK2IxwDQm92gA2NtBYy2ep43t7aeUv-Y
3. Try -Google Scholar-, -Pub Med-, and/or -openaccessbutton.org-.
Reading Scientific Papers:
Once a paper of interest has been found, it is not expected that students read it from beginning to end. First pass through the paper, focussing on the following:
1. Read the Title and the Abstract.
2. MAYBE read the Introduction, but probably just skip ahead to...
3. Read just the headings/sub-headings of the rest of the paper.
Then, consider these 3 Cs:
1. Category: What type of paper is this? Is it a primary or secondary source?
2. Context: Does the paper seem relevant enough to my Inquiry Question?
3. Clarity: Does it seem well-written enough to understand, even though some of the scientific terminology might be unfamiliar?
Based on these 3 Cs, students should either A. abandon the paper, or B. give it one or more full read-throughs before including it in research notes/summary.
All papers considered should be included in the logbook, listing journal title, date and article title.
Reliability and validity of secondary-sourced information:
While this assessment focusses on the accuracy of information, we need to consider reliability and validity. A source is regarded as accurate if it is both valid and reliable.
Reliability refers to the consistency of information, while validity evaluates the appropriateness of the information (for the topic under investigation).
Both reliability and validity of secondary-sourced information may be evaluated using the CRAAP framework, as shown in the following table.
Acronym Term Meaning
C Currency* When was the information published or posted?
Has the information been revised or updated?
Is the information current or out of date or too old for the project?
R Relevance Is the information related to your research topic?
Is it an in-depth examination or a quick summary?
Whos the intended audience? The general public, a student, researcher or industry?
Is the level of information too basic or advanced?
A Authority Consider who wrote or published the information.
Can you identify the author?
Are they an expert in their field?
What else have they written on the topic?
Can you verify the authors credentials or the organisation they represent?
A Accuracy Is the information reliable and correct?
Can you verify claims in the information in other sources?
Is there a reference list citing their supporting evidence?
Do they outline the methods and data used in their analysis?
P Purpose Is the intention of the information to entertain, inform, educate or perhaps sell an idea or product?
Adapted from The CRAAP Test: Critically evaluating information sources (accessed on 16 July 2018)
* Currency refers to whether the ideas being evaluated are part of the contemporary research paradigm, rather than their dates of publication. Many important scientific ideas that were published a long time ago (more than ten years) are still relevant today and are cited in contemporary publications. For example, the paper describing the sequencing of the human genome was published 17 years ago but continues to be cited by researchers from the field today (there are more than 22,000 citations of that paper). Conversely, many newly published articles may be too tentative to be widely cited by the scientific community.
CRAAP test Video:
https://www.youtube.com/watch?v=lOTmXNRXp8k&feature=youtu.be&fbclid=IwAR0XZSWpwBw86LM8w-ym2uBcTl6hY6cxYVgiohjsd3PLxDUpVgt0Y67hwBw
Preparing a Bibliography


Year 12 EES Assessment 3 Marking Criteria 2022
Outcome A B C D E
Logbook
EES11/12-1 develops and evaluates questions and hypotheses for scientific investigation ? Logbook demonstrates an extensive planning and development of inquiry question(s).
5 marks ? Logbook demonstrates planning process and development of inquiry question(s).
4 marks ? Logbook shows evidence of development inquiry question(s).
3 marks ? Logbook shows limited evidence of development inquiry question(s).
2 marks ? Little to no evidence.
1-0 marks
EES11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information ? Logbook demonstrates extensive reading and drafting process.
5 marks ? Logbook demonstrates reading and drafting process.
4 marks ? Logbook shows evidence of reading and drafting process.
3 marks ? Logbook shows limited evidence of reading and drafting process.
2 marks ? Little to no evidence.
1-0 marks
Report
EES11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information ? Uses at least 5 appropriate media articles/reports.
? Bibliography contains only references cited in text and diagrams.
5 marks ? Bibliography contains references cited.
4 marks ? Uses 3-4 appropriate media articles/reports.
3 marks ? Uses 1-2 appropriate media articles/reports.
2 marks ? References cited not listed in bibliography.
1-0 marks
EES11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media ? Cites wide variety of valid sources in correct format.
5 marks ? Cites variety of valid sources in correct format.
4 marks ? Cites variety of sources in incorrect or simple format.
3 marks ? Cites some sources in incorrect or simple format.
2 marks ? Little to no bibliography.
1-0 marks
EES11/12-5 analyses and evaluates primary and secondary data and information Body of investigation
? Effectively investigates each of the following factors:
- Discuss mass media in society.
- Discuss media bias.
- Distinguish between objectional facts and subjective opinions reported.
- Analysis of “balanced views.”
? Effectively summarises each of the articles/reports provided.
10-9 marks ? Investigates each of the following factors:
- Discuss mass media in society.
- Discuss media bias.
- Distinguish between objectional facts and subjective opinions reported.
- Analysis of “balanced views.”
? Summarises each of the articles/reports provided.
8-7 marks ? Investigates each of the following factors to varying degrees:
- Discuss mass media in society.
- Discuss media bias.
- Distinguish between objectional facts and subjective opinions reported.
- Analysis of “balanced views.”
? Summarises some of the articles/reports provided.
6-5 marks ? Mentions how each of the following factors to:
- Discuss mass media in society.
- Discuss media bias.
- Distinguish between objectional facts and subjective opinions reported.
- Analysis of “balanced views.”
? Mentions major points from some of the articles/reports provided.
4-3 marks ? Basic information.
2-0 marks
Results
? Provides in-depth and extensive analysis of accuracy of each media article/report provided.
? Includes informed judgement statement for each article/report.
5 marks ? Provides thorough analysis of accuracy of each media article/report provided.
? Includes judgement statement for each article/report.
4 marks ? Provides analysis of accuracy of each media article/report provided.
? Includes judgement statement for some articles/reports.
3 marks ? Provides analysis of accuracy of some media articles/reports provided.
? Mentions some judgement statement for some articles/reports.
2 marks ? Little to no evidence.
1-0 marks
Conclusion
? Effectively summarises strengths and limitations of mass media covering science.
? Includes informed judgement statement.
5 marks ? Thoroughly summarises strengths and limitations of mass media covering science.
? Includes judgement statement.
4 marks ? Provides some strengths and limitations of mass media covering science.
3 marks ? Provides strengths or limitations of mass media covering science.
2 marks ? Little to no evidence.
1-0 marks
Discussion
? Provides well-informed and plausible explanations for results and conclusions.
? Provides extensive analysis of research methodologies.
? Suggest suitable areas of future research.
? Clearly links better understanding of course content to future effects on society.
? Makes clear judgement using supporting arguments.
? Includes appropriate examples.
5 marks ? Provides plausible explanations for results and conclusions.
? Provides thorough analysis of research methodologies.
? Suggest suitable area of future research.
? Links better understanding of course content to future effects on society.
? Makes judgement using supporting arguments.
? Includes examples.
4 marks ? Provides plausible explanation for results and conclusions.
? Provides some analysis of research methodologies.
? Suggest areas of future research.
? Attempts to link better understanding of course content to future effects on society.
? Makes judgement using a supporting argument.
? Includes example.
3 marks ? Provides explanation for results and conclusions.
? Provides summary of research methodologies.
? Suggest area of future research.
? Makes some comments regarding better understanding of course content to future effects on society.
? Attempts to make judgement statement.
2 marks ? Little to no evidence.
1 marks
EES11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes ? All claims effectively backed up with valid evidence.
referencing
? Appropriate in-text referencing is used throughout report.
5 marks ? Most claims backed up with valid evidence.
? In-text referencing used throughout report.
4 marks ? Makes some effort to back up claims with valid evidence.
? In-text referencing limited throughout report.
3 marks ? Evidence used to back up claims lack validity.
? Draws upon background reading in report.
2 marks ? Little to no information.
? No in-text referencing used.
1-0 marks
EES11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose ? Well-written scientific report with continuity of thought/argument throughout text.
? Use of appropriate scientific terminology and conventions.
? Secondary sourced information is paraphrased and seamlessly incorporated into text.
? Appropriate illustrations and diagrams are used to explain information.
? Report wordcount within requirement.
5 marks ? Well-written scientific report with some continuity of thought.
? Use of scientific terminology and conventions.
? Secondary sourced information is paraphrased in text of report.
? Illustrations and diagrams are used to explain information.
? Report wordcount lower than requirement.
4 marks ? Structured scientific report.
? Basic use of scientific terminology and/or conventions.
? Secondary sourced information is used in text of report.
? Illustrations and diagrams are used to explain information.
? Report wordcount higher than requirement.
3 marks ? Basic scientific report.
? Basic use of terminology and/or conventions.
? background information is included in the report.
? An appropriate illustration is used in report.
? Report wordcount significantly higher than requirement.
2 marks ? Basic report.
1-0 marks
EES12-12,
describes and evaluates the models that show the structure and development of the Earth over its history
(General answer)
? Demonstrates a thorough and deep understanding of chosen topic area.
5 marks ? Demonstrates high level of understanding of chosen topic area.
4 marks ? Demonstrates sound understanding of chosen topic area.
3 marks ? Demonstrates basic understanding of chosen topic area.
2 marks ? Provides some relevant information.
1 mark
EES12-13 describes and evaluates the causes of the Earth’s hazards and the ways in which they affect, and are affected by, the Earths systems
(General answer)
? Demonstrates a thorough and deep understanding of chosen topic area.
5 marks ? Demonstrates high level of understanding of chosen topic area.
4 marks ? Demonstrates sound understanding of chosen topic area.
3 marks ? Demonstrates basic understanding of chosen topic area.
2 marks ? Provides some relevant information.
1 mark
EES12-14 analyses the natural processes and human influences on the Earth, including the scientific evidence for changes in climate
(General answer)
? Demonstrates a thorough and deep understanding of chosen topic area.
5 marks ? Demonstrates high level of understanding of chosen topic area.
4 marks ? Demonstrates sound understanding of chosen topic area.
3 marks ? Demonstrates basic understanding of chosen topic area.
2 marks ? Provides some relevant information.
1 mark
EES12-15 describes and assesses renewable and non-renewable Earth resources and how their extraction, use, consumption and disposal affect the Earth’s systems
(General answer)
? Demonstrates a thorough and deep understanding of chosen topic area.
5 marks ? Demonstrates high level of understanding of chosen topic area.
4 marks ? Demonstrates sound understanding of chosen topic area.
3 marks ? Demonstrates basic understanding of chosen topic area.
2 marks ? Provides some relevant information.
1 mark
Presentation
EES11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose ? Effective communication through use of appropriate imagery and discussion.
? Demonstrates extensive understanding of chosen topic.
5 marks
? Communicates through use of imagery and discussion.
? Demonstrates thorough understanding of chosen topic.
4 marks ? Communicates through use of some imagery.
? Demonstrates sound understanding of chosen topic.
3 marks ? Communicates with over reliance of notes and texts.
? Demonstrates basic understanding of chosen topic.
2 marks ? Limited communication skills demonstrated.
? Basic presentation.
1 mark