Name of the student:

Summative Assessment Term - 1

MYP Year- 5
Unit Title: Interaction among species

Key Concept:System Global Context: Globalization and sustainability.

Related Concept: Balance and function
GC Exploration: Commonality, diversity and interconnection

Assessment
Statement ofDate:21-28.10.2024 Duration:have
Inquiry: Understanding disruptions in interconnectedness 7 days ( In class)
an impact
on system’s
GOAL- Yourbalance
goal isand
to function when
understand accommodating
disruptions commonalities and
in interconnectedness diversity.
have an impact on
system’s balance and function when accommodating commonalities and diversity.
ROLE: Environmental researcher. You are an experienced environmental researcher
employed by a renowned research institution. Your expertise lies in ecosystem ecology and
environmental impact assessment. You have been tasked with leading a research project
focused on studying disruptions in interconnectedness and their impact on the balance and
function of ecosystems. The primary focus is on understanding how these disruptions
accommodate commonalities and diversity within the affected ecosystems, with a specific
emphasis on the influence of aboveground traffic.

AUDIENCE- World scientific community and UN.

SITUATION- In recent years, urbanization and increased human activities have led to
significant disruptions in natural ecosystems, particularly in urban areas where aboveground
traffic is dense. These disruptions have profound effects on soil properties and ecological
communities, challenging the delicate balance of ecosystems. Environmental research are
crucial in understanding the multifaceted impact of these disruptions on interconnectedness
within ecosystems and studying how these disruptions affect the system's balance and
function while accommodating both commonalities and diversity is essential for developing
sustainable solutions and informed policies.
Over the last decade, there has been a 30% increase in vehicle traffic in urban centers, leading
to higher emissions and increased noise pollution. Studies indicate a 15% decline in plant and
animal species diversity in urban areas due to habitat fragmentation caused by roadways and
infrastructural development. Soil quality assessments show a 20% reduction in essential
nutrients in urban soils, primarily due to vehicular emissions and compacted soil caused by
traffic.

PRODUCT- A detailed report reflecting the impact of human activities.

STANDARDS-
A detailed report considering the following topics–
1. Food chain, Food webs
2. Role of keystone species and top predator
3. Energy Cycles
4. Pyramid of Biomass, energy, number, 10% law
5. Effect of Human activity on Ecosystem

Assessment Criteria: B- i,ii,iii,iv & C -I,ii,iii,iv &v

The task specific criteria

Criterion B

i. explain a problem or question to be tested by a scientific investigation

ii. formulate a testable hypothesis and explain it using scientific reasoning
iii. explain how to manipulate the variables, and explain how data will be collected
iv. design scientific investigations

Achievement level Level descriptor Task specification

0 The student does not reach a You did not reach a
standard identified by any of standard identified by any of
the descriptors the descriptors
1–2 The student is able to: You have:
i. state a problem or i. stated a problem or
question to be tested by a question to be tested by a
scientific investigation scientific investigation about
ii. outline a testable impact of human activity on
hypothesis the chosen zone on
iii. outline the variables ecosystem.
iv. design a method, with ii. outlined a testable
limited success. hypothesis about impact of
human activity on the
chosen zone on ecosystem.

iii. outlined the variables.

iv. designed a method, with
limited success.

3-4 The student is able to: You have:

i. outline a problem or i.outlined a problem or
question to be tested by a question to be tested by a
scientific investigation. scientific investigation about
ii. formulate a testable impact of human activity on
 hypothesis using scientific the chosen zone on
reasoning. ecosystem.
iii. outline how to ii. formulated a testable
manipulate the variables, hypothesis about reaction
and outline how relevant time using scientific
data will be collected. reasoning about impact of
iv. design a safe method human activity on the
in which he or she selects chosen zone on ecosystem.
materials and equipment.
iii. outlined how to
manipulate the variables,
and outlined how relevant
data will be collected.
iv. designed a safe method
with your selected materials
and equipment.
5-6 The student is able to: You have:
i. describe a problem i. described a problem or
or question to be tested by a question to be tested by a
scientific investigation scientific investigation about
ii. formulate and impact of human activity on
explain a testable hypothesis the chosen zone on
using scientific reasoning ecosystem.
iii. describe how to
manipulate the variables, ii. formulated and explain a
and describe how sufficient, testable hypothesis about
relevant data will be impact of human activity on
collected the chosen zone on
iv. design a complete ecosystem using scientific
and safe method in which he reasoning.
or she selects appropriate iii. described how to
materials and equipment. manipulate the variables,
and describe how sufficient,
relevant data will be
collected.
iv. designed a complete and
safe method with your
selected appropriate
materials and equipment.
7-8 The student is able to: You have:
i. explain a problem or i. explained a problem or
question to be tested by a question to be tested by a
scientific investigation scientific investigation about
ii. formulate and impact of human activity on
explain a testable hypothesis the chosen zone on
using correct scientific ecosystem.
reasoning
iii. explain how to ii. formulated and explain a
manipulate the variables, testable hypothesis about
and explain how sufficient, impact of human activity on
 relevant data will be the chosen zone on
collected ecosystem using correct
iv. design a logical, scientific reasoning
complete and safe method in iii.explained how to
which he or she selects manipulated the variables,
appropriate materials and and explained how
equipment. sufficient, relevant data will
be collected
iv.designed a logical,
complete and safe method
with your selected
appropriate materials and
equipment.

Criterion C
i. present collected and transformed data
ii. interpret data and explain results using scientific reasoning
iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation
iv. evaluate the validity of the method
v.explain improvements or extensions to the method.

Achievement level Level descriptor Task specification

0 The student does not reach a You did not reach a
standard identified by any of standard identified by any of
the descriptors the descriptors
1–2 The student is able to: You have:
i.collect and present data in i.collected and presented
numerical and/or visual data in numerical and/or
forms visual forms
ii. interpret data ii.interpreted data
iii. state the validity of a iii. stated the validity of a
hypothesis based on the hypothesis based on the
outcome of a scientific outcome of a scientific
investigation. investigation about impact
iv. state the validity of the of human activity on the
method based on the chosen zone on ecosystem.
outcome of a scientific
investigation iv. stated the validity of the
v. state improvements or method based on the
extensions to the method. outcome of a scientific
investigation about impact
of human activity on the
chosen zone on ecosystem.

v. stated improvements or
extensions to the method
about reaction time.

3-4 The student is able to: You have:

 i.correctly collect and i. correctly collected and
present data in numerical presented data in numerical
and/or visual forms and/or visual forms.
ii.accurately interpret data ii. accurately interpreted
and explain results data and explain results.
iii.outline the validity of a iii.outlined the validity of a
hypothesis based on the hypothesis based on the
outcome of a scientific outcome of a scientific
investigation investigation about impact
iv. outline the validity of the of human activity on the
method based on the chosen zone on ecosystem.
outcome of a scientific
investigation iv. outlined the validity of
v. outline improvements or the method based on the
extensions to the method outcome of a scientific
that would benefit the investigation about impact
scientific investigation. of human activity on the
chosen zone on ecosystem.

v. outlined improvements or
extensions to the method
that would benefit the
scientific investigation about
impact of human activity on
the chosen zone on
ecosystem.
.
5-6 The student is able to: You have:
i.correctly collect, organize i. correctly collected,
and present data in organized and presented
numerical and/or visual data in numerical and/or
forms visual forms
ii.accurately interpret data ii. accurately interpreted
and explain results using data and explained results
scientific reasoning using scientific reasoning.
iii.discuss the validity of a iii. discussed the validity of
hypothesis based on the a hypothesis based on the
outcome of a scientific outcome of a scientific
investigation investigation
iv. discuss the validity of the iv. discussed the validity of
method based on the the method based on the
outcome of a scientific outcome of a scientific
investigation investigation about impact
v. describe improvements or of human activity on the
extensions to the method chosen zone on ecosystem.
that would benefit the
scientific investigation. v. described improvements
or extensions to the method
that would benefit the
scientific investigation about
reaction time.
 7-8 The student is able to: You have:
i.correctly collect, organize, i.correctly collected,
transform and present data organized, transformed and
in numerical and/ or visual presented data in numerical
forms and/ or visual forms.
ii.accurately interpret data ii.accurately interpreted data
and explain results using and explained results using
correct scientific reasoning correct scientific reasoning
iii.evaluate the validity of a iii.evaluated the validity of a
hypothesis based on the hypothesis based on the
outcome of a scientific outcome of a scientific
investigation investigation
iv. evaluate the validity of iv. evaluated the validity of
the method based on the the method based on the
outcome of a scientific outcome of a scientific
investigation investigation about impact
v. explain improvements or of human activity on the
extensions to the method chosen zone on ecosystem.
that would benefit the
scientific investigation. v. explained improvements
or extensions to the method
that would benefit the
scientific investigation about
impact of human activity on
the chosen zone on
ecosystem.

TASK:

Inquiry question. Choose your factors of soil ( any three) which gets affected by human
activity from (colour, texture, water retention, organic layer, number of organisms and type
of organism, temperature)

Research Question (in question format) –

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Background: Write down what all information you already know about interaction of
species in an ecosystem- role of abiotic and biotic factors, food web and food chain, food
pyramids, energy law, role of key stone species. Also list out what you know about the
inquiry question.
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Citation:
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Hypothesis

Factor 1- If [independent variable] is more, then the

[dependent variable] will be...............................................more when the

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because
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Factor 2- If [independent variable] is more, then the

[dependent variable] will be...............................................more when the

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This is because:
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Factor 3- If [independent variable] is more, then the

[dependent variable] will be...............................................more when the

……………………………………………………………………………………………same.

This is because:
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Method- Reference:

https://www.caryinstitute.org/eco-inquiry/teaching-materials/schoolyard-ecology/school-
ecosysteminvestigations/impacts

https://vro.agriculture.vic.gov.au/dpi/vro/vrosite.nsf/pages/soilhealth_prac_soil_colour_pdf/$
FILE/PracNote_Colour.pdf

https://www.youtube.com/watch?v=EOyWtfXAhuQ

https://www.youtube.com/watch?v=ezWlk5GryYM

Focus on one factor at a time-

a. The independent variables...........................will be changed

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b. The dependent variables, .............................................................................. ,
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c. The measurements will be repeated times.

d. What are the control variables in this experiment?

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e. How will you keep these variables controlled (constant)?

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f. What happens when the control variables are changed?

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g. What other precautions will be taken to reduce error in your results:

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Equipment

The equipment required for this experiment will be: Mention all the equipment needed for all
the experiments you have chosen.

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Method:

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Cite your sources:

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Part B :

Due to travel restrictions, you were forced to work with another group of scientists. Below
given is their method and raw data from the experiments:

Methods: You can focus on only the 3 methods of testing of the factors you are focusing
on-

Soil Colour Analysis

Step 1: Collect soil samples from each site using a soil corer or spade at a standardized depth
(e.g., 10 cm). Place the samples in clean, labelled containers.

Step 2: Moisten the soil slightly using distilled water to enhance the visibility of natural
colours and ensure uniformity.

Step 3: Spread a small portion of the soil on a flat surface under natural daylight.

Step 4: Compare the soil sample's colour to the Munsell Soil Colour Chart to record the hue,
value, and chroma. Ensure multiple observers confirm the reading to reduce subjective errors.

Step 5: Repeat for three trials per site to ensure consistency.

Soil Texture Analysis

Step 1 (Field Method): Take a small amount of soil and moisten it until it feels pliable. Rub
the soil between your fingers to estimate the sand, silt, and clay proportions. Record
observations.

Step 2 (Laboratory Method): Dry the soil samples in an oven at 105°C for 24 hours.

Step 3: Sieve the dried soil using a set of standard sieves to separate particle sizes.

Step 4: Prepare a soil suspension in a cylinder by adding soil to water and a dispersing agent
(e.g., sodium hexametaphosphate). Shake vigorously.

Step 5: Measure sedimentation rates using a hydrometer at intervals (e.g., 40 seconds and 2
hours) to calculate sand, silt, and clay proportions.

Step 6: Repeat the test for all three trials per site.

3. Water Retention Capacity

Step 1: Weigh 100 grams of dry soil from each site and place it in a perforated container
lined with filter paper.
Step 2: Saturate the soil by immersing the container in water for 24 hours.

Step 3: Remove the container and allow excess water to drain for 30 minutes.

Step 4: Weigh the soil again to determine the water retained. Calculate the percentage of
water retention using the formula:

Step 5: Conduct three trials per site to ensure accuracy.

Organic Layer Thickness and Organic Carbon Content

Step 1 (Organic Layer): Measure the thickness of the organic layer in the field using a ruler,
ensuring consistent placement at multiple random points within each site. Record and average
the measurements.

Step 2 (Organic Carbon Content): Collect 5 grams of air-dried soil from each sample.

Step 3: Heat the soil in a muffle furnace at 550°C for 4 hours to burn off organic matter.

Step 4: Weigh the residue to calculate the percentage of organic carbon using the difference
in weight before and after ignition.

Step 5: Repeat for all three trials per site.

Number and Type of Organisms

Step 1 (Field Collection): Dig a small area (e.g., 1 m²) at each site and manually collect
visible soil organisms (e.g., earthworms, ants). Place them in separate containers for
counting.

Step 2 (Soil Sieving): Use a 2 mm sieve to separate microarthropods and other small
organisms from the soil.

Step 3: Observe collected samples under a microscope to identify species.

Step 4: Repeat for three trials to ensure consistency.

Soil Temperature Measurement

Step 1: Insert a digital soil thermometer at a depth of 10 cm at randomly selected points in

each site.

Step 2: Record the temperature readings at the same time of day (e.g., 10 a.m.) to reduce
variation due to diurnal changes.

Step 3: Take three readings from each site and average them for consistency

Results

To analyze the impact of human activity on soil factors, data was collected across three trials
for both a control site (natural forest) and a human-affected site (agricultural field).

For color, the control site consistently showed a dark brown hue (10YR 3/2) across all trials,
while the human-affected site had a lighter brown colour (10YR 6/4), indicating reduced
organic matter.

The notation (10YR 3/2) is part of the Munsell Soil Colour System, a standard method for
describing soil colour. Here's what it means: 10YR: This represents the hue, which indicates
the dominant colour family. In this case, "10YR" stands for a hue that is a mix of yellow (Y)
and red (R), with yellow being dominant. It’s a common hue for soils. 2- This is the value,
which measures the lightness or darkness of the colour on a scale from 0 (black) to 10
(white). A value of "3" indicates a relatively dark soil. 3- This is the chroma, which measures
the intensity or saturation of the colour. A chroma of "2" indicates that the colour is not very
vivid and has a muted or dull appearance.

Hue (10YR): Like the natural soil, it has a yellow-red tint, but the lightness and intensity are
different. Value (6): A higher value compared to 10YR 3/2 means the soil is much lighter in
colour. Chroma (4): A higher chroma indicates the colour is slightly more vivid than in
undisturbed soil.

In terms of texture, the control site's soil was loamy (40% sand, 40% silt, 20% clay) in all
trials, whereas the agricultural field exhibited a sandy loam texture (averaging 70% sand,
20% silt, and 10% clay).

Water retention in the control site averaged 35.5% (ranging from 34% , 35%, 37% across
trials), while in the agricultural site, retention was significantly lower, averaging 15%
(ranging from 14% to 16%). The organic layer thickness in the natural forest was consistently
higher, averaging 5 cm (ranging from 4.8cm , 5cm, 5.2 cm), compared to just 1.2 cm (1.0 cm,
1.2cm, 1.4 cm) in the agricultural field. The organic carbon content reflected similar trends,
with the control site averaging 4.5% (4.3% , 4.4%, 4.7%) and the agricultural field at a much
lower 1.2% (1.1% , 1.2%, 1.3%).

The number of organisms was significantly higher in the control site, averaging 25 (
26,24,25)earthworms, 100 microarthropods (110,90, 100), and visible fungal presence across
trials, while the agricultural field had fewer organisms: 8 earthworms and 40 microarthropods
on average, with fungi absent.

Regarding the types of organisms, the control site consistently hosted diverse species such as
earthworms, ants, beetles, nematodes, and fungi, whereas the agricultural field showed
reduced diversity, hosting mainly earthworms, ants, and nematodes.

Finally, soil temperature was consistently lower in the natural forest, averaging 22°C across
trials (21.5°C , 22°C, 22.5°C), compared to 28°C in the agricultural field (27.5°C , 28°C,
28.5°C) These findings highlight the substantial impact of human activities on soil health and
biodiversity.
Record your results in a clear and organized way – usually in a table – showing units of
measurement. Mention the tables with 3 readings required for each factor in no or less human
activity and with human activity.

Presentation and analysis

What kind of presentation (graph) would be most appropriate?

Draw it in the graph given below. Note: label the axis, mention the units. The graph should
have a title, scale , axis to be labelled.
Conclusion

Summarize the analysis of your results – what patterns do you see in the data?
 describes your results and any relationships you have analysed (with reference to data
points from the graph).
 explains any relationship identified or observed.

Our results show

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This is because
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Evaluation

Explain how the experiments given above were :

valid.
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reliable:

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Explain if your hypotheses were valid/ partially valid / invalid with reasons. Consider all 3
separately.
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Explain any errors in the experiments (if any). It can a specific experiment or general
considering all 3 experiments focused on.
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Explain improvements or extensions to the methods that would benefit the

scientific investigation.
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ATL : Justify the relevance of a research question.

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