ST.

JOSEPH’S CONVENT, ST JOSEPH

ENVIRONMENTAL SCIENCE
UNIT 1 SBA GUIDELINES (2022)

The Research Process

The SBA is ONE research project in which the three components (Journal of Site Visits, Lab
Report, and Final Report) are integrated. As a result, there should be coherence among the
three components and the student should be able to link the various site visits and laboratory
exercises from which the Final Report is formulated.
There are basically two types of research that would accomplish the purpose of the SBA:
(a) A temporal research examines how a phenomenon changes over a period of time, e.g. a
bay may become depleted in its distribution or coverage of sea grass over a period of time or
seasonally. It is for the researcher to examine the nature of the change in distribution of sea
grass and determine the factors that may be influencing such change at the particular bay.
(b) Alternatively, a student can conduct a spatial research that examines how a phenomenon
varies from place to place, e.g. several bays may vary in their distribution or coverage of sea
grass. It is for the researcher to examine the nature of the variation in distribution of sea grass
among the bays and determine the factors that may be influencing such variation.

Choosing a Research Topic

The SBA process should begin with choosing a research topic. It would be prudent to choose
a research topic that is problem solving oriented, i.e. it should relate to some kind of issue in
the local community that the student can investigate by making observations and gathering
data primary data. There should be evidence of practical field work from which primary data
is gathered, i.e. original data derived from actual field investigation. Secondary data, i.e. data
derived from other research and/or reports, can be used for comparison and/or validation of
primary data (it is advisable choose a research topic for which secondary data is available).
Therefore the subject of the research should be the type of issue that is suitable for field
investigation and laboratory testing and taking measurements, and for which secondary data
is available.
Essentially, the topic must relate to one or more of the modules within the unit of work
specified in the CAPE Syllabus. Specifically, a research topic for CAPE Unit One students
must encompass Ecology, Population, and/or Sustainable Use of Natural Resources.
One common pitfall to avoid when choosing a research topic is to investigate an issue that
involves investigation of an entire region or country or the world. Even in a small island
nation, it would be more manageable to narrow the investigation to a particular locale. Trying
to investigate issues that span wide geographical areas or ecosystems would lead to difficulty
in collecting representative samples for laboratory testing and explaining how and why
conditions vary from one site to another. Topics that encompass such wide geographical areas

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or ecosystems are likely to lead to ambiguity and difficulty in analysis and discussion. The
purpose and objectives are unlikely to be achieved.
Another common pitfall to avoid when choosing a research topic is to attempt to prove or
disprove a theory (or chasing ‘straw men’). Such an attempt would require extensive research
of methodologies and literature review that would pose difficulty for the student at this level;
such research may be purposeful for adding to the existing body of literature which is not one
of the basic skills that is required to be demonstrated for the purpose of the CAPE SBA. The
scope of the research for the purpose of the SBA requires the investigation of issues that are
of a practical nature, the results of which can be useful in gaining insight to a problem.
Basically, the SBA is documentation of a research project. A student should not attempt to
necessarily ‘solve’ a problem, but rather provide insight to or illuminate a problem that
decision makers or stakeholders may find useful. Such a problem-solving approach to
research would enable students to demonstrate the ‘skills’ that are required for the CAPE
SBA.

CXC-CAPE SBA Requirements

The SBA consists of three (3) components:
1. Journal for each of at least four (4) Site Visits.
For the 4 Site Visits, choose a phenomenon that you would like to observe either
(i) over a period of time (temporal or longitudinal studies), or
(ii) among different places (spatial or cross-sectional studies)

2. Lab Report for each of at least four (4) laboratory exercises RELATED to the site visits; in
1 above.
For the 4 Laboratory Exercises, identify 4 elements or conditions that would help
explain the observations at each site visit. It is important to note that testing the same
element or condition relating to the 4 site visits constitutes only one (1) laboratory
exercise (for instance, if the water is tested at 4 different sites for Potassium (K), the
four tests for K is only one (1) laboratory exercise but for 4 samples). The student can
test for K for as many samples as desired, but it would be important to test for other
elements or conditions, e.g. salinity, turbidity, Phosphorus (P), etc. It is necessary to
test for the same elements or conditions at each of the 4 site visits to enable
comparison among visits.
3. Final Report for the set of site visits and related laboratory exercises; in 1 and 2 above.
For the Final Report, formulate at topic that is indicative of the nature of the research
that was conducted during the site visits. Since the laboratory exercises would have
been related to the site visits, the topic would encompass both site visits and
laboratory exercises.

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Cover Page
Candidate Name
Candidate Number
School Name
School Centre Number
Year of Examination
Subject
Unit
Teacher Name
Title
Table of Contents
Section 1: Final Report (40marks)
Problem Statement
Statement of Purpose
Methods of Data Collection
Literature Review
Presentation of Data
Analysis of Data
Discussion of Findings
Conclusion
Recommendations
Bibliography
Section 2: Site Visit Reports (10marks)
Site Visit 1:
Site Visit 2:
Site Visit 3:
Site Visit 4:
Section 3: Lab Reports (40marks)
Lab 1:
Lab 2:
Lab 3:

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 Lab 4:

SITE VISITS
Total 40 marks weighted to 10marks
Entry Number: This is for the journal that will indicate the position and the number of entry.
E.g. First entry #1, second entry #2.
Date: this is the actual date the site was visited.
Site (location): this is a descriptive location or direction on how to find the site generally it is
done in words, but a more comprehensive location can be illustrated with a diagram or map.
If a map is used that indicates a particular country, students should highlight a pathway to the
site location.
Objectives (1mark): at each site an objective or a set of objectives should be conducted.
Objectives should give a clear, concise indication of what the student is going to achieve and
how. All objectives that are set should be relevant and appropriate to the problem statement
in the report.
Objectives must be carefully planned before students visit the site. The site can be the same
or different locations over a period of time. The objectives at the site can be the same or it can
be different. However, for a more comparative study of different sites, similar objectives
should be carried out at the site location.
Activities (4marks): this is a series of events that the student did at the site location. It should
give details in a systematic order of what the student did. The activities collect information
which will help achieve the objectives.
Some of the activities students can do at the site are:
a) Collect samples
b) Carry out testing
c) Observation of surrounding environment (photographing and sketching) etc
Observations (2marks): at the site the students must make observations on what they see,
hear, feel and smell. Note: not taste as this can be dangerous to one’s health. Students must be
aware of their surroundings at all times.
Generally, observations must be focused on the objectives. Student results can be a form of
observation as some tests will indicate readings and colour change. Do not limit your
observations to your results, you must also give observations of the surrounding
environment.
Comments (2marks): this is a scientific explanation for your results and observations. It
must be factual and conclusive. Some research (i.e., internal) must be done in order to
correctly interpret your observations and results.
Follow up activities (1mark): this indicates what the student is going to do after a particular
site was visited. It can indicate where the next site location is. It also indicates what the
student has to do with the results and information gathered at the site location. Students can
return to the class room and do group discussions. If samples were collected they can return

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to the school lab for testing. If testing was done, and the results obtained were alarming or out
range of accepted international standard, students can contact local environmental agencies
and report any discrepancies observed. Students can also research the next site location in
order to be familiar with the new surroundings.
Site Visit Report Format
Entry Number:
Date:
Site Location:
Objectives:
Activities:
Observations:
Comments:
Follow-Up Activities:

LABORATORY EXERCISES
Total 80 marks weighted to 40marks
Planning and Designing (4marks): this is based on the pre planning of the students so that
when the site is visited, they will start to systematically carry out events that will help them
achieve their objectives. It is generally the student procedure in the lab.
Observations and Recordings (5marks): observation is the use of all senses that the student
used at the site location except (taste). Observations for the lab will indicate: colour changes,
readings from instrument testing, weather, river flow / colour / smell, brief observation of
environment. The recording is noting all observations and results in the table chart and graph.
Manipulation and Measurement (2marks): students must be able to use all instruments
accurately, efficiently and they should know the basic principle on the working of all
instruments and the theory of all instruments. For example if a colour change is observed they
should know what cause the colour change and any equation involved. When measurements
are made 3 students should do the same thing and an average should be calculated and used
as data. This will help reduce experimental errors.
Analysis and Interpretation (6marks): this is a higher level learning ability of students.
Analysis generally gives order sequence to data collected. It helps to compare and contrast
different types of data in order to achieve links and patterns, while interpretations give
scientific factual explanation for the data obtained. It gives meaning to numbers, colours,
smell, feel, and sound observed at the site.
Reporting and Presentation (3marks): this is a standard format of writing a laboratory
report. It should be in the following sequence:
Title [this is what the lab is based on]

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Aim [this indicates what the student is going to do and how]
Materials [it gives a list of materials and apparatus needed to carry out the lab]
Procedure [this is done in past tense and indicates what the student did at the site. It should
also indicate and calibration of test kits used and individual test procedure for each test kits
used.
Results – this can be done in a table, chart or graph, or even a diagram.
Observations – this is written in past tense.
Interpretation – this is scientific explanation for your observations.
Conclusion – this answers your aim.
Please note: At a site a student may do a pH test, take temperature reading, measure
nitrate content, and so on. If a student does 5 tests at 5 different sites, it is recommended
that the similar tests at the 5 sites should be written as one lab.
Example: at a river X that is suspected to be contaminated with excessive fertilizer, River X
at 5 different points.

Instead of writing a lab for A, B, C, D and then E, it is better to write a lab on pH,
temperature, nitrates, phosphates and turbidity. This will help in comparing results from one
site to another more easily. Graphs and charts can be constructed so that trends can easily be
detected.

FINAL REPORT
Total 40 marks

Project Title/Problem Statement

The problem statement requires problem description. Therefore, a brief introductory
paragraph describing the problem, in addition to the Title would be useful.
Note that the title must relate to one or more modules within the CAPE Syllabus for the
particular Unit (Unit One or Unit Two) in which the student will write the examination in a
given year. The title must be clear and concise.
As a “rule of thumb,” the title of the research paper should be written in 12 to 14 words.
When place names are used, it is likely that the number of words may exceed 14 and can be

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justifiable. Less than 12 words would likely result in a title that is too ambiguous (or not
clear), and more than 14 words would likely result in a title that is not concise.
The title should be a normative statement that is not in itself an objective or a conclusion. It
should not begin with the word “to” as do objectives, and it should not declare what the
researcher expects as a finding or conclusion. Also, it should not be stated as “A study of…”
A “study” is very broad and extensive, and it would be more useful to state what type of
study is undertaken.
Generally, an example of an appropriate title should be stated in such ways as “An
investigation of…”; “A comparison between…”; “An evaluation of…” However, it should
not be stated as “An analysis of…” Note that “analysis” is done as a part of the research.
Importantly, the title should reflect the nature of the research and simply state what is to be
researched. The title should be specific about the location(s) that is investigated, compared, or
evaluated. The title should also indicate the time period of the phenomenon observed, if
appropriate. If the research involves a phenomenon or activity such as the comparison
between the rates of plant growth in two different systems, it would be just as much useful to
indicate the location of the systems. If the research covers observations of a phenomenon
during a particular time period, then the time period should be stated.

Statement of Purpose
The purpose should restate and elaborate on the title, i.e. to state the title in different words
and make it clearer. This may be done in two to three sentences. It should indicate how the
problem is going to be solved (not that the research will actually solve the problem) by a
series of logical and systematic objectives that will scientifically help solve or provide
solutions to the stated problem. It should elaborate on key words in the title.
For example, if the title is “An investigation of factors influencing coral reef health at…,”
then the purpose should indicate categorically the factors such as pollution, human activities,
etc. that may be influencing the coral reefs. Additionally, the purpose should indicate
categorically the general aspects of coral reef health and how the problem of reef health can
be solved.
Objectives/Variables
As a subcategory of the Statement of Purpose, following the purpose, is an itemization of
variables or objectives. Such itemization must identify the variables that would be observed,
measured, and tested, as appropriate to the purpose of the research.
Variables identified must be:
a) Control variable: this is a constant or standard that the results or values obtained are going
to be compared to. A control is an accepted international standard that allows for optimum
conditions for biological functions to be carried out.
b) Manipulated variable: this is what the students have control over and what they can change
or what can be done differently to achieving the objectives, e.g. different types of test kits
used for different tests conducted, while the same chemical used for the same test at different
sites is your constant.
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c) Responding variable: this is what is observed at the different sites. It is generally the
results. It may be as colour changes in different test kits or different readings from digital
instruments.
It can be advantageous, for clarity, to state objectives rather than listing the variables. In this
way, the objectives can help guide the methods of investigation that would follow. Moreover,
objectives help to operationalize the variables, i.e. to say how the variables would be
observed, measured, and tested.
Objectives should typically begin with the word “to” that would suggest it is action-
oriented, i.e. what will be actually done to accomplish the research.
Objectives should be SMART:
Specific – specifying item-by-item the elements that need to be observed, measured, or tested
Measurable – specifying what kinds of observations would be made with the use of sketches
and descriptions, what would be measured or counted, and what kinds of test would be
performed
Action oriented – specifying what would be actually done (activities) to accomplish each of
the above stated elements or items
Relevant – must be related to the factors or characteristics stated in the purpose
Time bound – must have a time period within which the observations are made and data
gathered
If an objective cannot be measured or recorded by specific description of observation, it is a
good indication that it probably cannot be accomplished. The objectives must relate to the
purpose, i.e. they are activities that have to be performed to accomplish the purpose of the
research.

Methods of Data Collection

Although this section requires a description of the data collection design, it does not
necessarily require a discussion of the philosophical underpinnings and justifications of the
methods applied. As the heading suggests, it is “methods” but not “methodology.” Therefore,
it is basically a description of the methods applied.
Appropriateness of the methods would primarily depend on the stated objectives. For each
objective that stated what is to be observed, measured, or tested, there should be a method
outlining how such activities would be performed. Methods of data collection are the set of
procedures for all test kits used. It also gives the actual procedure that students follow on how
they collected samples, made observations, and do testing of samples collected. A more
comprehensive method will give alternative plans and procedures for unforeseen events that
may have occurred at the site. It gives backup plans that will help eliminate flaws. Such
procedures and alternative plans (if any), can be placed in the Appendix, particularly if they
are repetitive, to conserve on words (to adhere to word limit requirements) – it is essential to
make reference to the Appendix, if that is done.

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Think of the Methods of Data Collection as a stages process or parts that make up a
whole/unit. The student can perhaps present a schematic or diagrammatic representation of
how the various stages of process fit into one analytical framework. This would illustrate
completeness and the linking of the various concepts that are essential to the topic.
Here are some essential steps to follow (they may be modified, depending on the approach by
the researcher, but the sequence must remain logical):
a. State the date/time and location of observations and data collection.
b. Describe any sampling method, field observation instrument, or other method that would
be used to collect data. It is important also to make reference to the laboratory
exercises/experiments from which data/results would be used to aid in interpretation of
findings.
c. Explain how each variable (from the stated objectives) would be observed, measured, or
tested.
d. State the types of relationships/interrelationships that would be identified in the Data
Analysis section to follow after the Data Presentation (Data Presentation and Analysis can
sometimes be combined for clarity). Such relationships/interrelationships would be explained
in the subsequent Discussion of Finding section.
e. Identify any type of diagnostic/data analysis technique (although not absolutely necessary
for this level of work, depending on the research purpose) that may be used, e.g. cross-
tabulations, chi-square test, and correlation and/or regression analysis.
One method that is widely used in data collection is sampling. The student should follow
conventions of sampling, measurements, sketching and photographing, and testing. Preceding
any sampling or as a part of the sampling design, the target site or population of organisms,
i.e. the population from which the sample is taken, should be described.
Sampling is the process of selecting units to investigate a population by collecting
information or data from a percentage from the selected units or elements; otherwise it can be
very costly and time consuming to do so for all the units or elements (census) of the
population. Conventions of sampling can follow simple techniques at this level. One caveat is
that the type of sampling that may be applied to investigate scientific relationships that exist
in environmental phenomena should preferably be systematic and/or stratified, quite unlike
the convenience type sampling that may be applied to investigate social phenomena. When
carried out methodically, a sample can provide reliable information within an acceptable
degree of accuracy from which generalizations can be made to the site or area or population.
Types of Sampling
Non-probability Sampling
Each element of the population does not have a known chance of being selected. It is used
when there is limited knowledge about the population (looks to provide understanding).
However, it cannot be used to generalize to the population.
NOTE: It is used mainly in Social Science research; NOT suitable and NOT recommended
for Environmental Science).

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Probability Sampling
Each element of the population has a known chance of being selected. It is used to generalize
results to a population.
Types of Probability Sampling:
• Random Sampling: every element has an equal probability of being selected and is likely to
yield a truly representative sample of the population.
• Simple Random: all elements are numbered and sample selected via random number
sequences. It is used with relatively homogenous populations.
• Systematic: all elements are numbered, and instead of random number sequencing, a sample
interval is selected, i.e. selection of elements at regular intervals.
• Stratified: the population divided into subgroups (strata) according to some characteristic
identified from supplementary information and a random sample is drawn from each
subgroup. The size of each strata, sampled is controlled to a size relative to representation in
the population.
• Cluster (Probability Proportionate to Size): multi-stage approach that initially identifies
clusters, selects a specified number of clusters, and then samples the elements within these
clusters.
Line Transects and Belt Transects
A transect is a useful field technique or method to do sampling of vegetation or animals,
including coral reefs, by identifying what exists at regular intervals along the line (stratified
sampling). Note: the above refers to sampling at regular intervals, but quadrats may be laid
down randomly (stratified random sampling) or at less frequent intervals, depending on the
time available for the field exercise.
The line, which is continuous, can be laid down across the study area with a rope that is
marked or numbered (knots can be made for this purpose) at 0.5m or 1.0m intervals, along its
full length. At each interval or sample point, the organism type is identified where the mark
on the rope touches. As such, there is a limitation to which the organisms are represented in
the sample, given that the spread of growth and variations that may exist at each interval.
This technique is perhaps useful for small areas and where organism diversity is limited. It is
also limited if detailed data of density is required for deeper analysis, for which a belt transect
would be more appropriate.
The Belt Transect method is similar to the Line Transect method outlined above but gives
more detailed information on the presence of organisms at each interval or sample point. At
each interval, a quadrat is laid down, starting from the beginning of the line and continues to
the end of the line. The organisms inside the quadrat are identified and counted for
abundance, and the percentage coverage can be calculated, given that the quadrat has 100
grids or squares.
It is important to note that it is usual practice to estimate the percentage cover of plant species
inside the quadrat and, therefore, aboveground parts of plants may overlap when viewed from
above. In such cases, the total percentage of plants cover inside any particular quadrat can

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exceed 100 percent. It is recommended that the same person does the estimating of
organisms at all intervals to minimize human error that tends to result in variations in
estimates.
Both types of transects are useful to describe or analyze spatial variation of ecological areas.
The height of plants can also be recorded. Biomass can be measured by harvesting the
organisms inside the quadrat and weighing them (fresh or dry weight). However, it is
essential not to impact or destroy the environment when carrying out field investigations.

Literature Review
This is a general introduction and background information on the problem statement and any
closely related solutions for similar problems to the one that is researched by the student. A
search of the literature should technically precede the Methods of Data Collection or
Methodology primarily because the literature helps to inform methodology. It helps to
identify the variables and techniques in measuring them. It also shows how other researchers
have done research on similar topics or to identify gaps in the literature; one can glean from
the literature future research needs and recommendations of previous researchers that can be
addressed by further research. Moreover, it is a way of educating oneself about the topic
being researched.
There are different approaches to performing a literature review: chronological; thematic;
methodological.
In the chronological approach, the researcher can review literatures beginning with the classic
and ending with the more contemporaneous for each aspect or variable that is relevant to the
research.
In the thematic approach, the researcher can organize the material into themes, i.e. according
to the different aspects of the research topic.
In the methodological approach, the researcher can discuss the methods by which the
variables are measured or investigated and the order in which they would be presented to
provide understanding of the topic.
Obviously, many literature reviews would utilize a combination of the three above mentioned
approached, i.e. a hybrid approach. For the purpose of the CAPE SBA in Environmental
Science, it is not necessary to get too in-depth with the approaches to methodology; it is more
simply “methods of investigation.” Therefore, the researcher needs only describe the methods
used in the investigation, without getting into the philosophical underpinnings of
methodology. Some justification to the methods used can be helpful but a lengthy discussion
is not necessary.
It is here suggested that the researcher presents literature pertaining to each variable that
is investigated in the research paper to achieve relevance and comprehensiveness. Such
literature should include items such as definitions of key terms and variables, background
information of the problem or issue that is investigated, and case studies of similar research.
To effectively do so, it is necessary to offer a minimum of five citations by five different
authors relating to at least five different items (exceptions may be made in situations, e.g. if

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an author has more than one publication of addresses various topics in one research; a student
should not leave this to doubt!). Countervailing points of view or simply various points of
view by different authors are encouraged in research. The literature review therefore requires
a combination of textbooks, journals, recognized scientific magazines, websites (must
reference the article and author of the article in the website – the search engine alone is not
acceptable). An overall approach to the literature ought to be a discussion by the researcher
on the issues that is supported (whether they agree or disagree on the issues) by various
authors.
A literature review is NOT a mere listing of what various authors have presented on the topic.
Originality by the student is essential to avoid regurgitation of what others of have written on
the topic. To achieve originality, the student should present his/her point of view on the
subject or take a position, whether agreeing or disagreeing with an author. Use the literature
to help explain what is observed about the phenomenon.
The student should read widely on the topic to become educated about the nature of the
issue being researched. It does not mean that all the literature should be presented in the
literature review.
Importantly, citations ought to follow conventions by which only the author’s last name and
year need to be noted in the text.
For example, according to Doe (2010) or the definition of pollution is... (Doe, 2010). All
other details about the author and the article of book must be placed in the Bibliography.
These quotations will help assist in achieving the objectives or assist as a guide for possible
solutions to the problem statement.
While Internet sources are acceptable, students should refrain from using only internet
sources; a combination of books, Internet, and journal articles is preferable to give validity to
the research. One caveat is that some internet sources may not be credible because they may
not have been published or recognized or reviewed by experts or publishing companies and
therefore may not be espoused in the academic mainstream (not peer reviewed). In addition
to books, journal articles are excellent sources of literature because they are written by
academics and present more contemporaneous research on the topics than do textbooks.
Recently published books or newer editions (within the last 10 years) are also required (older
books may be acceptable in exceptional cases where there may be a lack of more recently
published books, but this can serve as a clue that the topic may not be appropriately selected
for research at the CAPE level.
Presentation of Data
Data presentation is simply involves the description of data or results obtained. Techniques of
data presentation include tables, graphs, maps, diagrams, sketches, and photographic
illustrations. Note that some descriptive techniques also contain some analysis, e.g. a graph is
an analysis usually between two variables. However, the focus is on description. It is
essential to use more than one presentation technique. If photographs are to be considered as
illustrations, they must have titles and call-outs.
Tabulations are usually very useful in presenting data sets derived from primary sources or
secondary sources. A summary table of all data collected is very useful and helps to guide

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analysis. It makes it easier for the research when all the data can be viewed from one table to
derive patterns at a glance, so that the table in itself is an analytical tool. Then the data from
the summary table can be used to construct graphs and other illustrative presentations to
represent the data.
Primary sources of data are derived by the researcher from field observations, surveys,
measurements, and testing. Secondary sources of data are obtained from reports by other
researchers who have already collected the data and presented them in books, journals, or
Internet articles. Any technique used, including photographs, must be clearly and
appropriately labeled. Try to use different styles of charts and graphs because some style can
help illustrate information more clearly for analysis.
Statistical symbols can be used to enhance one’s presentations such as mean, standard
deviation, mode and median as well as frequency. Standard deviation gives a possible
accepted variation in values from the expected result of mean. Presentation of Data AND
Analysis of Data may be combined in one section to avoid repetitiveness and use of too
many words. It also provides for better organization, and some readers may find it easier to
follow.
Analysis of Data
In the analysis, the data is processed to determine what patterns and relationships emerge.
Irrelevant variables or assumptions are weeded out, evidence is evaluated, and findings are
identified (such findings will be discussed in the section to follow). It can link similar data
patterns or results from different tests. It also compares and contrasts data obtained in order to
help identify links so that a scientific relationship can be identified. This will assist in the
explanation of the results obtained.
Analysis helps identify any information that stands out from a general pattern. General
patterns can be a norm in a system, while sharp fluctuations can indicate discrepancy which
can indicate a problem in the system. Therefore analysis helps to identify any values that are
not consistent in a system by comparing to constants or internationally accepted standard
values. An analysis should be done for each illustration before proceeding to another graph. It
is essential to use more than one analytical technique. Typically, most students only use
percentages. Some other techniques are: average – mean/mode/median; range, change/delta,
variance, standard deviation, and coefficient. At this class-level, it is not necessary to perform
significance and/or diagnostic tests.
In performing the analysis, considerations should be given to:
• Balance: make sure that the more important aspects of the topic receive the appropriate
emphasis.
• Connections: the connecting parts of the analysis should be made perfectly clear
• Consistency: the analysis must be developed in a way which is consistent with the main
purpose and/or research questions.
• Identification of findings: this is done for the discussion of findings that follows in the next
section.

Discussion of Findings

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Discuss only the findings from the presentation and analysis of data presented, based on the
site visits/field activities and lab experiments. Do not introduce findings of objectives other
than the ones stated earlier.
The Discussion of Findings should have depth in the interpretation of findings (arguments,
justification, reasoning, etc.). It must be based on actual findings of the particular research but
not on some generalized information on the topic.
The Discussion of Findings is NOT Analysis of Data but rather the interpretation of the
findings from the analysis. A discussion in this context is a scientific explanation that
accounts for the data obtained in an experiment. It is the pillar that supports solutions to the
problems of the report. In the discussions, references must be made to graphs, charts and
tables used in the presentation of data. Special effort must be made to explain the
discrepancies identified in the analysis of the data, as these points can be the key problems
in the investigation. Hence it can lead to or inform the conclusion that follows in the next
section.
In order to achieve validity and reliability in the discussion, references of data that can be
discussed as a form of comparison to international standards and findings in the literature
review. Information from your literature review can be re-invoked to enhance the
discussion.
Conclusion
In the final conclusion, do not present new information or data. It must be based solely on
the findings of the current research. Do not use conclusions from other research. It must be
factual and give possible causes and solutions to the problem statement in the project. Very
importantly, the purpose of the project must be revisited and determine whether or not the
purpose was achieved, with statements of how it was achieved. It would be useful to recall
two or three of the most significant findings.
Recommendations
At least four comprehensive recommendations must be made, based on solely the findings of
the project. The recommendations must be appropriate and have concise explanation of what
or how the recommendation would contribute to solving the stated problem.
Recommendations should focus on how the stated problem that is researched can be solved,
minimized, or mitigated, or how adaptive strategies can be introduced to prevent or minimize
the effects of such problems. It can also give suggestions that will maintain consistencies, if
favourable, in the results obtained.
Bibliography
The conventional format/style for references must be utilized. Additionally, textbooks,
websites, and journal articles, must not be intermixed but, instead, should be categorized
and alphabetized within each category. For websites, search engines are not acceptable. The
specific site, author, and title of article must be given. Not all sites are considered academic,
and some sites post incorrect or non-scientific information; these are not acceptable. At least
five references must be given, and these must correspond to the references used in the

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Literature Review. Do not give only internet sources; at least three references must be books
and/or journal articles.

*Communication of Information (4marks)

Internal Assessments are marked for “Communication of Information.” There is no point in
performing an excellent research but suffer the consequences of poor communication of
information or going over the word limit. The IA should be word processed, formatted (for
margins, consistent fonts and line- and one-half (1 ½) spacing, and each section beginning
on a new page). Standard English must be used. Phrases/fragments and creole dialect are not
acceptable. The most common standard of English is British standard. It is strongly
recommended to use the jargon/terminology of Environmental Science in order to improve
the quality of the IA.
Do not leave any section blank, as this can have a drastic effect on the overall quality of the
research project submission.
Finally, the research project is expected to have evidence of individual student’s work to
demonstrate skills in field research and laboratory experiments.

2022 UNIT 1 ENVIRONMENTAL SCIENCE SBA

Topic: An investigation of the influence of biotic and abiotic factors on species diversity
within 4 ecosystems within Trinidad.
Sites
1. Manzanilla – coastal dune ecosystem
2. Caroni Swamp – mangrove wetland ecosystem
3. Aripo Savannahs – grassland ecosystem
4. Cumuto Forest – forest ecosystem

Groups
Group 1 Group 2 Group 3 Group 4 Group 5

Each group is responsible for the subdivision of tasks to ensure the successful completion of
ONE report which will be marked. The mark obtained will represent the mark obtained by
each member of the group.

Activities
On each site visit, students will be responsible for the collection of data that will inform the
site visit reports, labs and by extension, final report. As such, a standard set of procedures
must be followed at each site. These will include
1. The testing of at least 4 variables to inform the 4 labs.

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 Species diversity: belt transect
pH: probe
Nitrite/Nitrate: test strips
TDS: probe
Soil moisture content: probe or attached procedure
2. The recording of observations and procedures. Observations should include notations
about human activity, the presence or absence of mobile species (animals) as well as their
variety and abundance.
3. The taking of pictures that should be annotated and included in the site visit report to aid in
illustrating the observations being made
4. Sketches to show patterns (vertical or horizontal changes)
5. A record of the presence or absence of elements which relate to the theoretical elements
covered.

Log Sheets
It is strongly suggested that a log sheet be created to allow for the collection of a standardized
set of data.

Appendix 1: Belt Transect Procedure

Procedure
1. Extend a measuring tape from one side of the habitat to another.
2. Place a quadrat at 0m on the tape.
3. Count the numbers/estimate percentage cover of each species.
4. Use a key to identify each species.
5. Record results in a table.
6. Move the quadrat along the measuring tape.
7. Repeat step 3-5 at regular intervals along the measuring tape.
8. Continue until the full length of the measuring tape has been sampled.
9. Calculate the average of each species.

Note: a species should maintain the same annotation along the line. Taking pictures to
identify species later on would therefore be useful.

Example of a Data Log Table

Location Species 1 Species 2 Species 3 etc

0m % coverage % coverage % coverage
1m
2m etc

Appendix 2: Soil Moisture Content Test

Procedure
1. Collect a sample of soil. (Try to collect on average the same quantity of soil)
2. Weigh the sample of soil collected. This will be the moist weight.

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 3. Dry the soil in the oven. The same temperature and time must be used for each
sample.
4. Remove the soil from the oven and allow the sample to cool.
5. Reweigh the dry soil. Now the weight of the dry soil is known.
Note: when weighing the soil, the same container must be used for both the wet and dry
weight. This is to ensure that the difference in weight of the container does not affect the
results.
Calculate the soil moisture content for each of the replicate samples using the following
equation:

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