Criterion A: The research question provided is clear, focused (i.e. not broad), and fully relevant to the investigation

Comment: The research question includes the independent variables (acidity levels) and the specific dependent variables, the germination measured by the sprout length, ten days of observation as the length of the study period, and the name of the species studied (Cinnamon basil).

Criterion A: The environmental issue (relevant either on a local or a global scale) is discussed in the work, providing context for the research question

Comment: The environmental issue discussed areas of wet acid deposition, which slows or limits seed germination, and the student explained these ecological issues through the identifying context. The student outlined what acid deposition is, how it can happen, where it already happens, the source (factories and vehicles - fossil combustion), and the effects (degradation of the coating on leaves and reducing the ability of plants to absorb nutrients).

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Criterion A: The environmental issue (relevant either on a local or a global scale) is discussed in the work, providing context for the research question

Comment: The environmental issue discussed areas of wet acid deposition, which slows or limits seed germination, and the student explained these ecological issues through the identifying context. The student outlined what acid deposition is, how it can happen, where it already happens, the source (factories and vehicles - fossil combustion), and the effects (degradation of the coating on leaves and reducing the ability of plants to absorb nutrients).

Criterion A: The environmental issue (relevant either on a local or a global scale) is discussed in the work, providing context for the research question

Comment: The environmental issue discussed areas of wet acid deposition, which slows or limits seed germination, and the student explained these ecological issues through the identifying context. The student outlined what acid deposition is, how it can happen, where it already happens, the source (factories and vehicles - fossil combustion), and the effects (degradation of the coating on leaves and reducing the ability of plants to absorb nutrients).

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Criterion A: The environmental issue (relevant either on a local or a global scale) is discussed in the work, providing context for the research question

Comment: The environmental issue discussed areas of wet acid deposition, which slows or limits seed germination, and the student explained these ecological issues through the identifying context. The student outlined what acid deposition is, how it can happen, where it already happens, the source (factories and vehicles - fossil combustion), and the effects (degradation of the coating on leaves and reducing the ability of plants to absorb nutrients).

Criterion A: The environmental issue (relevant either on a local or a global scale) is discussed in the work, providing context for the research question

Comment: The environmental issue discussed areas of wet acid deposition, which slows or limits seed germination, and the student explained these ecological issues through the identifying context. The student outlined what acid deposition is, how it can happen, where it already happens, the source (factories and vehicles - fossil combustion), and the effects (degradation of the coating on leaves and reducing the ability of plants to absorb nutrients).

Criterion A: The environmental issue (relevant either on a local or a global scale) is discussed in the work, providing context for the research question

Comment: The environmental issue discussed areas of wet acid deposition, which slows or limits seed germination, and the student explained these ecological issues through the identifying context. The student outlined what acid deposition is, how it can happen, where it already happens, the source (factories and vehicles - fossil combustion), and the effects (degradation of the coating on leaves and reducing the ability of plants to absorb nutrients).

Criterion A: There is an established connection between the research question and the environmental issue discussed

Comment: The student already provided information on the effect of acid deposition, which provides a justification for the study and why the student wants to explore the impact of different pHs on the germination rate. However, it would have been better if the information on cinnamon basil seeds had also been added to this report as it's not evident in the current version. The information added could discuss the sensitivity of cinnamon basil to acidity level or the relation of cinnamon basil with the student.

Criterion A: The connection between the research question and the environmental issue is clearly explained to the reader

Comment: The student explained that acid rain impacts fully grown plants by deteriorating the coating on leaves and pines. It can limit plant growth and reduce their lifespans, making the student want to investigate the effect of germination.

Criterion A: The connection between the research question and the environmental issue is clearly explained to the reader

Comment: The student explained that acid rain impacts fully grown plants by deteriorating the coating on leaves and pines. It can limit plant growth and reduce their lifespans, making the student want to investigate the effect of germination.

Criterion A: The connection between the research question and the environmental issue is clearly explained to the reader

Comment: The student explained that acid rain impacts fully grown plants by deteriorating the coating on leaves and pines. It can limit plant growth and reduce their lifespans, making the student want to investigate the effect of germination.

Criterion B: The method outlined in the exploration is appropriate to the posed research question

Comment: This criterion is primarily evaluated based on the variables involved. The student wrote how different amounts of lime juice would manipulate the independent (different pH). The dependent variable measurement is clearly outlined by measuring the sprout from the end of the root to the end of the leaf in millimeters

Criterion B: The method outlined in the exploration is appropriate to the posed research question

Comment: This criterion is primarily evaluated based on the variables involved. The student wrote how different amounts of lime juice would manipulate the independent (different pH). The dependent variable measurement is clearly outlined by measuring the sprout from the end of the root to the end of the leaf in millimeters

Criterion B: The proposed method will allow the student to collect data that is both relevant and sufficient in number

Comment: The student stated that each cotton will only have two basil seeds, assuming only two repetitions. Two repetitions were not enough to get sufficient data. At least thirty data points would have been needed for all treatments to have adequate data. Students undertaking an experimental approach should remember this aspect when preparing their own procedures and Internal Assessments.

Criterion B: The proposed method is described in sufficient detail to allow it to be replicated by the readers at a different time or setting

Comment: The picture does not provide information on the pH group in each tray. It would have been better if the student had added the pH number on the tray (at the top or bottom) to identify the pH group in the experiment setup. Also, the label of the Figure is on a different page than the figure itself which should have been revised before the final submission.

Criterion B: The sampling approach conducted by the student is clearly outlined

Comment: The work did not provide an outline of the sampling approach. The student should have mentioned and outlined the random sampling method to expose the Cinnamon basil seed to varying acid concentrations (what is random sampling and how it was performed in the case of this study; these aspects should have been clearly stated and explained to the reader)

Criterion B: The exploration provides reasoning for the choice of the conducted sampling approach

Comment: The student provided information on how the pH range was chosen. It is between four and six, which is similar to natural conditions.

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Criterion B: The exploration provides reasoning for the choice of the conducted sampling approach

Comment: The student provided information on how the pH range was chosen. It is between four and six, which is similar to natural conditions.

Criterion B: Any risks associated with the method or exploration are listed and described by the student

Comment: The student explained the risks of using glassware and suggested ensuring the set-up stage was done on a countertop. The use of metal muffin trays is also a preventive action to avoid the breaking of glassware equipment. The list also includes the unavoidable risks, such as contact with acid, and its preventive action.

Criterion B: Any risks associated with the method or exploration are listed and described by the student

Comment: The student explained the risks of using glassware and suggested ensuring the set-up stage was done on a countertop. The use of metal muffin trays is also a preventive action to avoid the breaking of glassware equipment. The list also includes the unavoidable risks, such as contact with acid, and its preventive action.

Criterion B: Any risks associated with the method or exploration are listed and described by the student

Comment: The student explained the risks of using glassware and suggested ensuring the set-up stage was done on a countertop. The use of metal muffin trays is also a preventive action to avoid the breaking of glassware equipment. The list also includes the unavoidable risks, such as contact with acid, and its preventive action.

Criterion B: The student lists and outlines any environmental considerations associated with the exploration

Comment: This criterion was not met in the work because the soil disposal method was not outlined after the experiment. It would have been better if the student had explained how to dispose of the soil safely due to its acid contamination. For instance, the student could have adjusted the sample pH to neutral before disposal or used a designated container for soil disposal.

Criterion B: The student lists and outlines any ethical considerations associated with the exploration

Comment: The student already stated that no ethical consideration is needed based on the nature of this experiment.

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Criterion A: The environmental issue (relevant either on a local or a global scale) is discussed in the work, providing context for the research question

Comment: The environmental issue discussed areas of wet acid deposition, which slows or limits seed germination, and the student explained these ecological issues through the identifying context. The student outlined what acid deposition is, how it can happen, where it already happens, the source (factories and vehicles - fossil combustion), and the effects (degradation of the coating on leaves and reducing the ability of plants to absorb nutrients).

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Criterion A: The environmental issue (relevant either on a local or a global scale) is discussed in the work, providing context for the research question

Comment: The environmental issue discussed areas of wet acid deposition, which slows or limits seed germination, and the student explained these ecological issues through the identifying context. The student outlined what acid deposition is, how it can happen, where it already happens, the source (factories and vehicles - fossil combustion), and the effects (degradation of the coating on leaves and reducing the ability of plants to absorb nutrients).

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Criterion A: The environmental issue (relevant either on a local or a global scale) is discussed in the work, providing context for the research question

Comment: The environmental issue discussed areas of wet acid deposition, which slows or limits seed germination, and the student explained these ecological issues through the identifying context. The student outlined what acid deposition is, how it can happen, where it already happens, the source (factories and vehicles - fossil combustion), and the effects (degradation of the coating on leaves and reducing the ability of plants to absorb nutrients).

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Criterion A: The environmental issue (relevant either on a local or a global scale) is discussed in the work, providing context for the research question

Comment: The environmental issue discussed areas of wet acid deposition, which slows or limits seed germination, and the student explained these ecological issues through the identifying context. The student outlined what acid deposition is, how it can happen, where it already happens, the source (factories and vehicles - fossil combustion), and the effects (degradation of the coating on leaves and reducing the ability of plants to absorb nutrients).

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Criterion A: The environmental issue (relevant either on a local or a global scale) is discussed in the work, providing context for the research question

Comment: The environmental issue discussed areas of wet acid deposition, which slows or limits seed germination, and the student explained these ecological issues through the identifying context. The student outlined what acid deposition is, how it can happen, where it already happens, the source (factories and vehicles - fossil combustion), and the effects (degradation of the coating on leaves and reducing the ability of plants to absorb nutrients).

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Criterion B: The exploration provides reasoning for the choice of the conducted sampling approach

Comment: The student provided information on how the pH range was chosen. It is between four and six, which is similar to natural conditions.

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