Criterion A: The student clearly states the independent and dependent variables in the research question or two correlated variables (if applicable)

Comment: The research question clearly states that the independent variable is the presence of earthworms and the dependent variable is the growth of stem length (in cm) of monocots (Avena sativa) and dicots (Phaseolus vulgaris).

Criterion A: The student clearly states the independent and dependent variables in the research question or two correlated variables (if applicable)

Comment: The research question clearly states that the independent variable is the presence of earthworms and the dependent variable is the growth of stem length (in cm) of monocots (Avena sativa) and dicots (Phaseolus vulgaris).

Criterion A: The student describes in the posed research question the method of analysis conducted

Comment: The RQ defines a standardized method for determining the effect of earthworms on the growth of monocots and dicots, which is to measure the mean stem height over a 25-day experimental period.

Criterion A: The document includes a background theory section, and concepts directly relevant to the research question are described

Comment: The student simply stated that monocots and dicots are distinguished by their vascular tissue which is limited, therefore to improve, it is best to explain in detail the optimal growth conditions of the monocots and dicots. Furthermore, including descriptions of Avena sativa and Phaseolus vulgaris would assist in fully contextualizing the dependent variable.

Criterion A: There is a clear explanation of the choice of techniques used for measuring the independent and dependent variables

Comment: This may be enhanced by providing studies/references that served as the basis for selecting the earthworm rather than other burrowing organisms as the independent variable, as well as the stem length of Phaseolus vulgaris and Avena sativa for dependent variables instead of other monocot and dicot plant species.

Criterion A: There is a clear explanation of the choice of the sampling technique applied or the database used

Comment: Evidence of collaborative effort that was carried out by the group allows the student to meet this sub-criterion. The group established the greenhouse where the experimental setup is placed, prompting the students to develop the research topic and process the data independently.

Criterion A: There is a clear explanation of the choice of the sampling technique applied or the database used

Comment: Evidence of collaborative effort that was carried out by the group allows the student to meet this sub-criterion. The group established the greenhouse where the experimental setup is placed, prompting the students to develop the research topic and process the data independently.

Criterion A: There is a discussion regarding the student’s choice of the following aspects; number of trials, precision of the measurements, scope, quantity, and quality of the measurements (such as the range, interval, or frequency of the independent variable)

Comment: Achieved by outlining how the independent variable will be used in the experiment, which is to prepare containers with and without earthworms in them.

Criterion A: The student names controlled variables and explains how they were controlled

Comment: On pages 2-3, the student offers a table outlining the controllable variables, their descriptions, the relevance of the variable, and methods for controlling them. For example, the volume of water provided per 24 hours is just 4L, ensuring regular and regulated hydration, which will be administered every morning at 8:30 a.m.

Criterion A: The student names controlled variables and explains how they were controlled

Comment: On pages 2-3, the student offers a table outlining the controllable variables, their descriptions, the relevance of the variable, and methods for controlling them. For example, the volume of water provided per 24 hours is just 4L, ensuring regular and regulated hydration, which will be administered every morning at 8:30 a.m.

Criterion A: The student names controlled variables and explains how they were controlled

Comment: On pages 2-3, the student offers a table outlining the controllable variables, their descriptions, the relevance of the variable, and methods for controlling them. For example, the volume of water provided per 24 hours is just 4L, ensuring regular and regulated hydration, which will be administered every morning at 8:30 a.m.

Criterion A: The student identifies and addresses any safety issues associated with the investigation

Comment: The student provides Table 2: Hazards and their associated risk and measure of controlling on page 5, in which they list the potential risks associated with the study. Ex. "There is a risk of skin irritation following soil exposure, thus gloves must be used while dealing with soil".

Criterion A: The student identifies and addresses any ethical issues associated with the investigation

Comment: The student clearly states in the Ethical and Environmental Considerations section that there are no ethical precautions identified as the earthworms were not harmed during and after the experiment.

Criterion A: The student identifies and addresses any environmental issues associated with the investigation

Comment: Achieved by claiming that the environmental impact is minimal because the experiment generated no waste and everything was recycled.

Criterion A: The methodology is described sufficiently, including detailed steps of the procedure, names of materials, etc., to allow for the investigation to be reproduced

Comment: Even though the study began as a joint effort and its initial setup (glasshouse) had already been established, the student was able to give a numbered procedure dedicated only to answering the specified research question. This suggests a thorough understanding of how earthworms will be used, as well as an organized approach to execution.

Criterion A: The methodology is described sufficiently, including detailed steps of the procedure, names of materials, etc., to allow for the investigation to be reproduced

Comment: Even though the study began as a joint effort and its initial setup (glasshouse) had already been established, the student was able to give a numbered procedure dedicated only to answering the specified research question. This suggests a thorough understanding of how earthworms will be used, as well as an organized approach to execution.

Criterion A: The methodology is described sufficiently, including detailed steps of the procedure, names of materials, etc., to allow for the investigation to be reproduced

Comment: Even though the study began as a joint effort and its initial setup (glasshouse) had already been established, the student was able to give a numbered procedure dedicated only to answering the specified research question. This suggests a thorough understanding of how earthworms will be used, as well as an organized approach to execution.

Criterion A: The methodology is described sufficiently, including detailed steps of the procedure, names of materials, etc., to allow for the investigation to be reproduced

Comment: Even though the study began as a joint effort and its initial setup (glasshouse) had already been established, the student was able to give a numbered procedure dedicated only to answering the specified research question. This suggests a thorough understanding of how earthworms will be used, as well as an organized approach to execution.

Criterion B: The student clearly describes how the data was obtained and processed so each procedural step is easily understood

Comment: The processes in the section explain how quantitative and qualitative data were gathered. For example, the height of Avena sativa stems without earthworms, as reported in Table 3, is legitimate raw data because Step 6 on page 4 clearly establishes it. Furthermore, the processed data tables on pages 7-8 were obtained using step 7.

Criterion B: The student clearly describes how the data was obtained and processed so each procedural step is easily understood

Comment: The processes in the section explain how quantitative and qualitative data were gathered. For example, the height of Avena sativa stems without earthworms, as reported in Table 3, is legitimate raw data because Step 6 on page 4 clearly establishes it. Furthermore, the processed data tables on pages 7-8 were obtained using step 7.

Criterion B: The student clearly describes how the data was obtained and processed so each procedural step is easily understood

Comment: The processes in the section explain how quantitative and qualitative data were gathered. For example, the height of Avena sativa stems without earthworms, as reported in Table 3, is legitimate raw data because Step 6 on page 4 clearly establishes it. Furthermore, the processed data tables on pages 7-8 were obtained using step 7.

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student annotates each table and graph explicitly, adding a number that supports the order in which the data were processed and a label that gives a brief description of the data's meaning. In tables, the student provides the unit (cm) of the values alongside them in table cells or columns. However, the student must ensure that the label descriptions are complete especially Figures 2 and 3 short descriptions of the graphs as they appear to be unfinished. This issue is most probably attributed to the incorrect rendering of the file, however, all students should ensure the figure labels are clear and complete in all formats (Docx, PDF, etc.)

Criterion B: The student clearly describes how the data was obtained and processed so each procedural step is easily understood

Comment: The processes in the section explain how quantitative and qualitative data were gathered. For example, the height of Avena sativa stems without earthworms, as reported in Table 3, is legitimate raw data because Step 6 on page 4 clearly establishes it. Furthermore, the processed data tables on pages 7-8 were obtained using step 7.

Criterion B: The student clearly describes how the data was obtained and processed so each procedural step is easily understood

Comment: The processes in the section explain how quantitative and qualitative data were gathered. For example, the height of Avena sativa stems without earthworms, as reported in Table 3, is legitimate raw data because Step 6 on page 4 clearly establishes it. Furthermore, the processed data tables on pages 7-8 were obtained using step 7.

Criterion B: The student clearly describes how the data was obtained and processed so each procedural step is easily understood

Comment: The processes in the section explain how quantitative and qualitative data were gathered. For example, the height of Avena sativa stems without earthworms, as reported in Table 3, is legitimate raw data because Step 6 on page 4 clearly establishes it. Furthermore, the processed data tables on pages 7-8 were obtained using step 7.

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student annotates each table and graph explicitly, adding a number that supports the order in which the data were processed and a label that gives a brief description of the data's meaning. In tables, the student provides the unit (cm) of the values alongside them in table cells or columns. However, the student must ensure that the label descriptions are complete especially Figures 2 and 3 short descriptions of the graphs as they appear to be unfinished. This issue is most probably attributed to the incorrect rendering of the file, however, all students should ensure the figure labels are clear and complete in all formats (Docx, PDF, etc.)

Criterion B: The student clearly describes how the data was obtained and processed so each procedural step is easily understood

Comment: The processes in the section explain how quantitative and qualitative data were gathered. For example, the height of Avena sativa stems without earthworms, as reported in Table 3, is legitimate raw data because Step 6 on page 4 clearly establishes it. Furthermore, the processed data tables on pages 7-8 were obtained using step 7.

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student annotates each table and graph explicitly, adding a number that supports the order in which the data were processed and a label that gives a brief description of the data's meaning. In tables, the student provides the unit (cm) of the values alongside them in table cells or columns. However, the student must ensure that the label descriptions are complete especially Figures 2 and 3 short descriptions of the graphs as they appear to be unfinished. This issue is most probably attributed to the incorrect rendering of the file, however, all students should ensure the figure labels are clear and complete in all formats (Docx, PDF, etc.)

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student annotates each table and graph explicitly, adding a number that supports the order in which the data were processed and a label that gives a brief description of the data's meaning. In tables, the student provides the unit (cm) of the values alongside them in table cells or columns. However, the student must ensure that the label descriptions are complete especially Figures 2 and 3 short descriptions of the graphs as they appear to be unfinished. This issue is most probably attributed to the incorrect rendering of the file, however, all students should ensure the figure labels are clear and complete in all formats (Docx, PDF, etc.)

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student annotates each table and graph explicitly, adding a number that supports the order in which the data were processed and a label that gives a brief description of the data's meaning. In tables, the student provides the unit (cm) of the values alongside them in table cells or columns. However, the student must ensure that the label descriptions are complete especially Figures 2 and 3 short descriptions of the graphs as they appear to be unfinished. This issue is most probably attributed to the incorrect rendering of the file, however, all students should ensure the figure labels are clear and complete in all formats (Docx, PDF, etc.)

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student annotates each table and graph explicitly, adding a number that supports the order in which the data were processed and a label that gives a brief description of the data's meaning. In tables, the student provides the unit (cm) of the values alongside them in table cells or columns. However, the student must ensure that the label descriptions are complete especially Figures 2 and 3 short descriptions of the graphs as they appear to be unfinished. This issue is most probably attributed to the incorrect rendering of the file, however, all students should ensure the figure labels are clear and complete in all formats (Docx, PDF, etc.)

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student annotates each table and graph explicitly, adding a number that supports the order in which the data were processed and a label that gives a brief description of the data's meaning. In tables, the student provides the unit (cm) of the values alongside them in table cells or columns. However, the student must ensure that the label descriptions are complete especially Figures 2 and 3 short descriptions of the graphs as they appear to be unfinished. This issue is most probably attributed to the incorrect rendering of the file, however, all students should ensure the figure labels are clear and complete in all formats (Docx, PDF, etc.)

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student annotates each table and graph explicitly, adding a number that supports the order in which the data were processed and a label that gives a brief description of the data's meaning. In tables, the student provides the unit (cm) of the values alongside them in table cells or columns. However, the student must ensure that the label descriptions are complete especially Figures 2 and 3 short descriptions of the graphs as they appear to be unfinished. This issue is most probably attributed to the incorrect rendering of the file, however, all students should ensure the figure labels are clear and complete in all formats (Docx, PDF, etc.)

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student annotates each table and graph explicitly, adding a number that supports the order in which the data were processed and a label that gives a brief description of the data's meaning. In tables, the student provides the unit (cm) of the values alongside them in table cells or columns. However, the student must ensure that the label descriptions are complete especially Figures 2 and 3 short descriptions of the graphs as they appear to be unfinished. This issue is most probably attributed to the incorrect rendering of the file, however, all students should ensure the figure labels are clear and complete in all formats (Docx, PDF, etc.)

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student annotates each table and graph explicitly, adding a number that supports the order in which the data were processed and a label that gives a brief description of the data's meaning. In tables, the student provides the unit (cm) of the values alongside them in table cells or columns. However, the student must ensure that the label descriptions are complete especially Figures 2 and 3 short descriptions of the graphs as they appear to be unfinished. This issue is most probably attributed to the incorrect rendering of the file, however, all students should ensure the figure labels are clear and complete in all formats (Docx, PDF, etc.)

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student annotates each table and graph explicitly, adding a number that supports the order in which the data were processed and a label that gives a brief description of the data's meaning. In tables, the student provides the unit (cm) of the values alongside them in table cells or columns. However, the student must ensure that the label descriptions are complete especially Figures 2 and 3 short descriptions of the graphs as they appear to be unfinished. This issue is most probably attributed to the incorrect rendering of the file, however, all students should ensure the figure labels are clear and complete in all formats (Docx, PDF, etc.)

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student annotates each table and graph explicitly, adding a number that supports the order in which the data were processed and a label that gives a brief description of the data's meaning. In tables, the student provides the unit (cm) of the values alongside them in table cells or columns. However, the student must ensure that the label descriptions are complete especially Figures 2 and 3 short descriptions of the graphs as they appear to be unfinished. This issue is most probably attributed to the incorrect rendering of the file, however, all students should ensure the figure labels are clear and complete in all formats (Docx, PDF, etc.)

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student annotates each table and graph explicitly, adding a number that supports the order in which the data were processed and a label that gives a brief description of the data's meaning. In tables, the student provides the unit (cm) of the values alongside them in table cells or columns. However, the student must ensure that the label descriptions are complete especially Figures 2 and 3 short descriptions of the graphs as they appear to be unfinished. This issue is most probably attributed to the incorrect rendering of the file, however, all students should ensure the figure labels are clear and complete in all formats (Docx, PDF, etc.)

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student annotates each table and graph explicitly, adding a number that supports the order in which the data were processed and a label that gives a brief description of the data's meaning. In tables, the student provides the unit (cm) of the values alongside them in table cells or columns. However, the student must ensure that the label descriptions are complete especially Figures 2 and 3 short descriptions of the graphs as they appear to be unfinished. This issue is most probably attributed to the incorrect rendering of the file, however, all students should ensure the figure labels are clear and complete in all formats (Docx, PDF, etc.)

Criterion B: The document includes clear considerations of the impact of uncertainties on the data and results

Comment: To improve, the student should explain the lengths of the error bars first, whether they overlap or not, and then consider which of the procedures/materials/ variables is most likely to be the reason for the discrepancy. Such discussion could have been included at this point of the work, underneath the graph and the same modifications could have been applied in regards to error bars presented in Figures 2 and 3. This would support the conclusion's assertion that "...the R2 value visible on the graphs is close to 1 and suggests a low variability in the set of data."

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student exhibited evidence of data processing to answer the RQ because: 1. Both qualitative and quantitative raw data are presented. In this situation, just the representative height of the stem was shown in the main text, with a prompt to view the entire raw data in the Appendix section. 2. The work provides a separate section for processing the data which begins by obtaining the mean (Tables 4-5) and standard deviations (Table 6) with exemplar calculations.

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student exhibited evidence of data processing to answer the RQ because: 1. Both qualitative and quantitative raw data are presented. In this situation, just the representative height of the stem was shown in the main text, with a prompt to view the entire raw data in the Appendix section. 2. The work provides a separate section for processing the data which begins by obtaining the mean (Tables 4-5) and standard deviations (Table 6) with exemplar calculations.

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student exhibited evidence of data processing to answer the RQ because: 1. Both qualitative and quantitative raw data are presented. In this situation, just the representative height of the stem was shown in the main text, with a prompt to view the entire raw data in the Appendix section. 2. The work provides a separate section for processing the data which begins by obtaining the mean (Tables 4-5) and standard deviations (Table 6) with exemplar calculations.

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student exhibited evidence of data processing to answer the RQ because: 1. Both qualitative and quantitative raw data are presented. In this situation, just the representative height of the stem was shown in the main text, with a prompt to view the entire raw data in the Appendix section. 2. The work provides a separate section for processing the data which begins by obtaining the mean (Tables 4-5) and standard deviations (Table 6) with exemplar calculations.

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student exhibited evidence of data processing to answer the RQ because: 1. Both qualitative and quantitative raw data are presented. In this situation, just the representative height of the stem was shown in the main text, with a prompt to view the entire raw data in the Appendix section. 2. The work provides a separate section for processing the data which begins by obtaining the mean (Tables 4-5) and standard deviations (Table 6) with exemplar calculations.

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student exhibited evidence of data processing to answer the RQ because: 1. Both qualitative and quantitative raw data are presented. In this situation, just the representative height of the stem was shown in the main text, with a prompt to view the entire raw data in the Appendix section. 2. The work provides a separate section for processing the data which begins by obtaining the mean (Tables 4-5) and standard deviations (Table 6) with exemplar calculations.

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student exhibited evidence of data processing to answer the RQ because: 1. Both qualitative and quantitative raw data are presented. In this situation, just the representative height of the stem was shown in the main text, with a prompt to view the entire raw data in the Appendix section. 2. The work provides a separate section for processing the data which begins by obtaining the mean (Tables 4-5) and standard deviations (Table 6) with exemplar calculations.

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student exhibited evidence of data processing to answer the RQ because: 1. Both qualitative and quantitative raw data are presented. In this situation, just the representative height of the stem was shown in the main text, with a prompt to view the entire raw data in the Appendix section. 2. The work provides a separate section for processing the data which begins by obtaining the mean (Tables 4-5) and standard deviations (Table 6) with exemplar calculations.

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student exhibited evidence of data processing to answer the RQ because: 1. Both qualitative and quantitative raw data are presented. In this situation, just the representative height of the stem was shown in the main text, with a prompt to view the entire raw data in the Appendix section. 2. The work provides a separate section for processing the data which begins by obtaining the mean (Tables 4-5) and standard deviations (Table 6) with exemplar calculations.

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student exhibited evidence of data processing to answer the RQ because: 1. Both qualitative and quantitative raw data are presented. In this situation, just the representative height of the stem was shown in the main text, with a prompt to view the entire raw data in the Appendix section. 2. The work provides a separate section for processing the data which begins by obtaining the mean (Tables 4-5) and standard deviations (Table 6) with exemplar calculations.

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