EE presentation24-02

EXTENDED ESSAY WORKSHOP FOR GRADE 11

2011-2012

1Mr. Alain Navarrete

http://www.ibo.org/index.cfm

¿Qué es un «Extended Essay»?Es una investigación original sobre un tema específico de significación Local y/o Global.

Realizado en uno de los cursos elegidos por el alumno y con laguía y supervisión de un profesor.

Es un escrito de 4000 palabras como máximo elaborado el lenguaje formal.Supone un trabajo de 40 horas de Investigación y trabajo independiente.

¿Por qué es importante el «Extended Essay»?

Es un requerimiento delPrograma de Diploma.

Ayuda a desarrollar elaprendizaje y el trabajo

Independiente.

Desarrolla y mejora las habilidades y

competencias de investigación,

comunicación escritas, pensamiento crítico,

pensamiento creativo y reflexivo.

Refuerza el sentido deInterculturalidad .

Promueve el trabajo interdisciplinario.

Los prepara las exigencias del trabajo universitario.

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Choosing the Subject Area

BiologySpanish

English

Mathematics

Environmental

PhysicsChemistry

Geography

History

Psicología

Art Business

French

Choice offered & Possible Supervisors

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Language 2English

Sciences

Language 1Español ITGS

Humanities

Miss Sandra Carbajal Mr. Wagner Del Castillo Miss Tania Perez

Mr. Ian Raitt Mr. James Norbury Miss Zoe Shapiro Miss Vanessa Carpio Miss Ursula Tello Miss Alice Leeder

Mr. Luis Sifuentes Mr. René Torres

Mr Peter Llanos Mr. Russell Ormes Mr. Jason Fowler Miss Patricia Villafana Mr. Christopher Slater Mr. Dominic Bates Miss Luzma Bruce

Mr. Alain Navarrete Miss Rosa Castillo Miss Mariela Mazza Mr. Ian McFarlane

EE SUPERVISORS • A supervisor is a school teacher chosen by the IB DP

candidate.

• Under normal circumstances a supervisor can supervise up to 3 extended essays.

• The duty of the supervisor is to ADVICE AND GUIDE the candidate throughout the process.

• It is NOT the supervisor’s duty to “chase” the candidate around school.

• The supervisor is especially important and of great help in the initial phase of the work, when elaborating the research question.

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Getting started!!!

USEFUL TIPS!!!1. Define the IB Subject2. Within the IB Subject identify a topic or theme which interest you.

(Looking at the IB Syllabus of your chosen subject can help).3. Identify in the topic or theme something that has not been investigated

or it is still not totally resolved or something that could be interesting to investigate in the school or in Lima.

4. Think of an Investigation Idea that you could take and try to write down an interesting and attractive Research Question (RQ).

5. Try changing the way you have written down your RQ until you find one way that really makes you feel excited about it.

6. Discuss your RQ with your EE Supervisor and determine if it is feasible (possible to do it). What sources or resources would you need? Are they available in the school or can we get them without major inconveniences and delays? Time matters!!!

Some Research Question forms (1)

What are the role and significance of …… in ……….?

How is the subject of …… treated in …..?

How does ………. shape the features of ……. in ……..?

What is the nature of ……. on ………?

Does …… share the same point of view on ……. as ……. In …….?

How does …… present the role of ….. in the work of ……?

How does …. present the subject of ….. in his/her ……?

To what extend the …… context during ….. shaped the main character(s) in the work of …….?

Some Research Question forms (2)

What is the effect of ……. on …….?

An assessment of the effect of …. on ….

A comparison between …… and …..

How has the ….. affected the …… in/during …….?

Which theory best explains the ….. in/during ……?

Why theories /explanations on …. have change since …..?

How has the introduction of …. has impaired/improved the …….?

REMEMBER: You and your Supervisor will meet in order to revise and improve your Research Question making sure your investigation is feasible.

Searching for Sources of information (1)

• http://www.questia.com/

http://www.questia.com/

PARTS OF THE EXTENDED ESSAY• COVER PAGE

• Title of the Extended Essay that can be the Research Question!!!

• Student’s name and code

• IB Subject• Number of words

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• ABSTRACT• A synopsis of the

Extended Essay.• No more than 300 words.• Not part of the word

count.• Should state the research

question, the scope of the investigation and the conclusions.

• Should be written once the Conclusions have bee written.

• Page not numbered.14

PARTS OF THE EXTENDED ESSAY

• ACKNOWLEDGEMENTS • Optional• Not part of the word

count• But it is important to

show gratitude and acknowledment to whom helped us.

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Acknowledgements This work is dedicated to my parents who encouraged me to continue giving

my best in moments when I found things difficult and to my supervisor for guiding me patiently and for teaching me important things I will never forget.


• CONTENT PAGE• Shows the “Table of

Contents”• Shows the structure of

the essay.• Shows a logic

sequence in which the information is going to be presented.

• At the beginning of the extended essay.

• All pages must be numbered.

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Table of Contents

Pag. Introduction 5 Body 6 1. What is solid waste? 6

2. What is the composition of solid waste in a typical school? 6

3. Why is it important to reduce solid waste production? 8

4. How is the solid waste managed in my local community? 9

5. How does solid waste management insert into the environmentally friendly operation of a school? 10

6. What is the role of Education for sustainable development in this green

scheme? 11

7. Scientific Approach 12

8. Experimental Results 12

9. Conclusions, Evaluation and final remarks 15

10. Bibliography 17 11. ANNEXES 20


• INTRODUCTION (1)• Presents the investigation to

the reader by describing what this is about and what scope it has.

• Needs to have a clearly and precisely statement of the research question and establishes clearly the aim(s) of the investigation.

• Places the topic in an appropriate relevant context.

• Explains why the topic chosen is interesting or worthy of study and what motivated the student to choose the specific topic.

• States the importance and possible contributions of the investigation

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Introduction

The aim of this extended essay is to assess the production of solid waste in my

school both qualitatively and quantitatively and to propose simples, creative and

practical ways to reduce it so as to make Hiram Bingham school more environmentally

friendly and reduce its ecological footprint.

What motivated me was (i) the large quantity of bottles I observed in the

garbage bins every day and (ii) the large amount of waste food children of primary

school used to leave on their dishes but not less astonishing was to me to observed the

huge amount of trash of all kinds collected by the cleaning personnel of the school at

the end of the school day. These two situations made me realized that our school was

somehow responsible for contributing to the large amount of municipal waste we send

to the landfill of our city.

This investigation is important because it will give concrete evidence to the

school authorities on the amount and diversity of waste we produce and it will let them

know what school activities account for most waste being produced and what the school

can do in order to reduce it saving in this way money and improving the sustainability of

the activities in the school.

I hope this investigation could serve as a model which other schools could follow

if they want to know how environmentally friendly they are in regard to the way they

operate not only studying the issue of solid waste but also studying other issues such as

water management, energy management, green areas management, school

transportation management and even the implementation of alternative forms of energy.

If this extended essay could increase the attention of my school community in different

ways to live more sustainably then I would feel really happy.

• INTRODUCTION (2)• In some cases the

introduction may state and explain the hypothesis which is intended to test either by experimentation or by presenting reliable and consistent information collected from different sources.

• In other cases, when different minor aims can be identified to contribute to answer the research question and test the hypothesis proposed, they may be stated in connection to a more general aim which directly answers the research question.

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My working hypothesis is based on the fact that knowing the amount of type of

solid waste my school produces I will be able to propose practical, simple and creative

ways to reduce its production, reuse some of the items and recycle some others. If

these actions can make a contribution to reduce the amount of solid waste we produce

in my school we will be making a local contribution with global consequences inspired in

the philosophy of “acting locally and thinking globally”.

The general aim of this extended essay is to measure, as much as I can, the

amount of solid waste that my school produces every day and to assess the proportion

of the different types of trash in order to propose simple effective and creative ways in

which our school can reduce solid waste and its inherent ecological footprint.

The specific aims of this extended essay are to:

a) measure the quantity (mass) and composition of the solid waste produced in

Hiram Bingham School.

b) assess the factors which affect the quantity and composition of solid waste.

c) propose simple ways in which our school can reduce the solid waste

produced.

• BODY (1)

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This is the most important part of the essay. The body presents information necessary to support your argumentation and reasoning in order to respond to your research question.

The information presented in the body must be highly relevant to the research question, paraphrased and cited conveniently.

COPY AND PASTE IS PROHIBITEDAND WILL BE PENALISED SEVERELY!!!


• BODY (2) • Chapters are optional. However sub-headings can help organise the information gathered for the argumentation.

• Sub-headings can also help the reader understand the argumentation better.

• Sub-headings help the students develop their argumentation logically, systematically, gradually and sequentially.

• The body presents the information that shapes the answer to your research question.

• You must develop your answer to the research question. 20


• CONCLUSIONS (1)• This is a well-organised and

intelligent response to the research question using the information presented in the body.

• They must be clearly stated and must describe the results of the argumentation and the analysis of the results.

• They must be relevant to and respond to the research question.

• If a hypothesis was placed, then the conclusion needs to accept or reject the hypothesis proposed based on the evidence presented in the body.

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• CONCLUSIONS (2) • They must refer to the evidence presented in the body and judge (whenever necessary) the validity and consistency of the information/data used so as to evaluate the scope of the conclusion produced.

• It is necessary to describe and/or explain the limitations, difficulties or problems encountered during the investigation which prevented you from obtaining sufficient and valid data.

• They may indicate issues, unresolved questions, new questions and recommendations for future investigations 22


BIBLIOGRAPHY (1)• Includes only the sources

USED by the candidate in the body or any other source of information relevant to contrast the final results of the investigation.

• Must be put in alphabetical order (surname of authors)

• It must follow ONE standardised method (APA, Cambridge, MLA)

• Should specify: author/s, year, title, publisher, place of publication, and other relevant information. 23


BIBLIOGRAPHY (2)

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• It can also include personal communication, teacher’s class material, interviews and TV/Radio news.

• Resources used must be diverse, NOT ONLY WEB SITES. Use books, school textbooks, encyclopaedias, E-encyclopaedias, Magazines, Journals and Annual Reviews, videos, interviews and personal communications.

• Try NOT to use Wikipedia!!!


How to build the BIBLIOGRAPHY?

• THERE ARE MANY WAYS OF DOING IT. BUT you must use only ONE style all through your Extended Essay!!!!!

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( )

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( )


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( )

• ANNEXES • Appendices must include pictures, photos, diagrams, tables, graphs which you need to use as essential support material of your argumentation.

• The SOURCE of these materials must be acknowledge.

• Appendices are Optional.• Examiners are not required to

read them.• Unless considered essential,

complete lists of raw data should not be included.

• The essay should not constantly refer to the material in an appendixes as it may disrupt its continuity.

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• NOW, LET’S GET DOWN TO WORK

• HANDS ON!!!• Practice producing your RQ• Practice making your Cover page• Practice Brainstorming what you need to investigate to answer your RQ• Practice outlining the structure of your EE• Practice finding three different sources to answer your RQ

– One Book– One Online Journal Article– One Web site– One Video

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REFERENCES AND PLAGIARISM• PLAGIARISM is when you use the words of another

person (written or oral) as if they were yours. This is why COPY AND PASTE IS PROHIBITED.

• It’s CHEATING and will be punished with NO DIPLOMA if it is detected. It’s not difficult to detect this. We use a software which searches in the WWW (World Wide Web) every paragraph in your EE and tells as from where you COPY a paragraph.

• You must reference ALL sources used in footnotes following one standarised method. You must put all sources in the bibliography.

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WORD COUNT REMARKS!

• You must NOT exceed 4000 words.• If you do so, you will be penalised with 0

on assessment criterion G (Formal presentation).

• Quotes are included in the word count.• Examiners are required to count the

number of words.• You must not CHEAT when counting. It

can be detected easily.31

FOOT NOTES

• When it is the first time you quote a book, the reference must be copied completely adding the page number at the end .

• When it is quoted for a second time , you must put the name of the author and Op cit followed by the page number.

• (Opus citatum/Opere citato = from the cited work)

• If you quote the same source for a third time (without any other source in between) you must write Ibid followed by the page number.

• (Ibidem = from the same place) 32

FOOTNOTES

• If you quote it for a fourth time (directly below it) and it is the same page you just put ibid. If it is another page then you add the page number to the ibid.

• When you quote a source (after the first time) but it is in another page or has other sources in between then you must put the author and then Op cit, followed by the page number.

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ILLUSTRATIONS

• If you include any, they must be well set out and used effectively through the body.

• Graphs, diagrams, tables and maps must be well labelled and should be interpreted easily.

• All illustrative material should be directly related to the text and acknowledged indicating the SOURCE from where you obtained them.

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Assessment Criteria for EE• These are the same for ALL subjects.• There are 11 criteria. • They have different weights, therefore you can

know which are considered as more important.• You must use the descriptors of each criterion at

ALL times when writting the essay. That’s the only way of achieving the higher levels.

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EE ASSESSMENT CRITERIA

• A. Research question (2 points)• B. Introduction (2 points)• C. Investigation (4 points)• D. Knowledge and understanding of the topic studied (4 points)• E. Reasoned argument (4 points)• F. Application of analytical and evaluative skills appropriate to the

subject (4 points)• G. Use of language (4 points)• H. Conclusion (2 points)• I: Formal presentation (4 points)• J: Abstract (2 points)• K: Holistic judgment (4 points)

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The “Viva Voce”• It’s a short interview between the student and

the supervisor.• It lasts 10-15 minutes.• The supervisor will write a report to the

examiners.• Its purpose is to:

– Check on plagiarism or mal practice.– Reflect on successes and difficulties in the research

process– Reflect on what has been learned– Aid the supervisor's report.

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EE GRADE BOUNDARIESMARK DESCRIPTION POINTS

A EXCELLENT 30-36

B GOOD 25-29

C SATISFACTORY 18-24

D MEDIOCRE 11-17

E ELEMENTARY 0-1038

EE MARKING FEEDBACK

• Your supervisor will assess every draft using the IBO assessment criteria and will give you a mark (points) and a Grade (letter) according to the previous chart.

• As you progress in your EE your EE Grade will approach an “A”

• But, it depends on you to follow STRICTLY the EE Assessment Criteria as you work on your EE.

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Career

EE presentation24-02