Criterion D is about Reflecting on the impacts of science. There are four strands. You must include all four strands in your work, no matter which format you choose.
| Criterion D Strand | 1–2 | 3–4 | 5–6 | 7–8 |
|---|---|---|---|---|
| Strand 1 Apply & use science (Bullets 1, 2, 3) | States how science is used | Gives some ways science is used | Explains how science is used to solve the problem | Clearly and fully explains how science is used — covers all three bullet points with specific examples |
| Strand 2 Discuss implications + factor (Bullet 4) | States implications | Talks about implications connected to one factor | Discusses implications connected to a factor — shows both sides | Discusses AND evaluates — shows both sides with evidence, and gives a clear overall judgement with reasons |
| Strand 3 Scientific language (Throughout) | Many errors make the writing hard to understand | Some errors, but the meaning is still clear | Scientific language is used well | Scientific language is always used correctly and accurately |
| Strand 4 Document sources — MLA 9 (End of piece) | Tries to list sources | Sources are listed, but with some mistakes | Sources and other people's work are listed correctly | All sources are listed completely and correctly in MLA 9 format |
Each word in the essay prompts is an official IB command term with a precise meaning.
| Command term | What it means | Example sentence starter |
|---|---|---|
| Describe | Give details — what it is, how it works, what it causes. You do not need to give your opinion. | Describe the science of how a hurricane forms — include Coriolis effect, sea surface temperature, pressure gradients. |
| Discuss | Give a balanced review with different points of view. Use 'however', 'on the other hand', 'this means that'. | Discuss flood barriers — explain how they work AND any limitations, side-effects, or communities they don't protect. |
| Analyse | Look at each part separately. Find advantages AND disadvantages, connected to your factor, with evidence from a real source. | Analyse economic advantages: early warnings reduce insurance losses. Disadvantage: systems cost millions — poorer nations cannot afford protection. |
| Evaluate Level 7–8 |
Give a clear, reasoned overall judgement. Which solution works best and why? Is science helpful when you consider your factor? | Overall, despite high upfront cost, early warning systems represent the most effective solution because they save lives at a scale no physical barrier can match. |
You must cover all four Criterion D strands in your work, whatever format you choose. Tick your chosen format below.
With 3 students, Role 1 and Role 2 each lead one act. Role 3 leads the analysis and evaluation. All three students are responsible for Strands 3 and 4.
| Role | Covers | Criterion D | Student Name | Responsibilities |
|---|---|---|---|---|
| Role 1 Science Explainer |
Acts 1 & 2 — Bullets 1 & 2 | Strand 1 | Describes the disaster (what it is, how it forms, what problems it causes) AND explains how science detects and predicts it using data and models. | |
| Role 2 Solutions Expert |
Act 3 — Bullet 3 | Strand 1 | Discusses two specific science-based protection strategies. Explains how each one works with real examples. | |
| Role 3 Critical Analyst |
Act 4 + Conclusion — Bullet 4 + Evaluation | Strands 1 & 2 | Analyses advantages AND disadvantages connected to the chosen factor. Writes or presents the evaluation judgement for Level 7–8. Also leads source documentation (Strand 4). |
Strand 2 asks you to discuss AND evaluate implications connected to a factor. Use this table to help you write both sides of your argument.
| Factor | Advantage of using science | Disadvantage / limitation |
|---|---|---|
| Economic | Reduces economic losses; early warnings save much more money than they cost | High cost to build; poorer countries cannot afford monitoring systems |
| Environmental | Protects ecosystems and stops pollution caused by uncontrolled disasters | Flood barriers and dams can damage habitats, change river flow, and disturb wildlife |
| Social | Saves lives; reduces suffering, displacement and damage to communities | Warning systems may not reach all communities; language and access can be barriers |
| Ethical | Scientists have a responsibility to protect human life using the best knowledge available | Who decides how resources are shared? Is it right to build in areas where disasters often happen? |
| Cultural | Scientific systems can work together with local and traditional knowledge | Forced evacuation can conflict with cultural beliefs and the loss of ancestral land |
| Political | International cooperation on monitoring (e.g. the UN Early Warning for All initiative) | Countries have different funding priorities; sharing data across borders can cause disagreements |
Strand 3 asks you to use accurate scientific language throughout your work. Plan which terms you will use in each section.
| Section | Scientific vocabulary — Strand 3 | When to use it |
|---|---|---|
| All disasters | seismic activity, tectonic plates, magnitude, epicentre, fault line, hydrological, meteorological, geological, atmospheric pressure, saturated, erosion | Use these when describing the science behind the disaster (Act 1). |
| Prediction & data | remote sensing, satellite imagery, seismograph, Doppler radar, data modelling, probability, simulation, geospatial data, algorithm, threshold | Use these in Act 2 — how science predicts the disaster. |
| Protection | early warning system, retrofitting, levee, firebreak, controlled burn, evacuation protocol, building code, structural reinforcement, mitigation, resilience | Use these in Act 3 — the two protection strategies. |
| Analysis | cost-benefit analysis, sustainable, equitable, infrastructure, vulnerable population, risk assessment, socioeconomic, long-term impact, trade-off | Use these in Act 4 — advantages and disadvantages. |
| Evaluation (7–8) | overall, in conclusion, the most effective strategy is…, evidence suggests, outweighs, despite limitations, when comparing, this demonstrates that | Use these to reach a Level 7–8 evaluated conclusion. |
Use the act structure below to plan what goes in each part of your work. This works for any format — video, podcast, essay, slides or broadcast.
Assessment target: Describe the disaster and the problems it creates for people — Strand 1
| Scene | Led by | What is communicated / said | Visuals / data / scientific vocabulary |
|---|---|---|---|
| Opening scene / paragraph | Role 1 | ||
| Main explanation | Role 1 | ||
| Problems described | Role 1 |
Assessment target: Describe how science uses data & models to predict disasters — Strand 1
| Scene | Led by | What is communicated / said | Visuals / data / scientific vocabulary |
|---|---|---|---|
| Technology / tool | Role 1 | ||
| Data & models | Role 1 | ||
| Real example | Role 1 |
Assessment target: Discuss two ways science protects communities — Strand 1
| Scene | Led by | What is communicated / said | Visuals / data / scientific vocabulary |
|---|---|---|---|
| Strategy 1 | Role 2 | ||
| Strategy 2 | Role 2 | ||
| Case study / evidence | Role 2 |
Assessment target: Analyse advantages & disadvantages + factor · Evaluate for Level 7–8 — Strands 1 & 2
| Scene | Led by | What is communicated / said | Visuals / data / scientific vocabulary |
|---|---|---|---|
| Advantages + factor | Role 3 | ||
| Disadvantages + factor | Role 3 | ||
| Evaluation / conclusion | Role 3 |
Write only short, separate facts — do not write full sentences. This sheet will help you remember key information in the assessment. Print it and bring it to class. Upload it to ManageBac before your assessment lesson.
You need at least 4 sources. Use easybib.com or Cite This For Me to format them. Write which act each source supports.
| # | MLA 9 Full Citation | Key fact / data used | Used in Act |
|---|---|---|---|
| 1 | |||
| 2 | |||
| 3 | |||
| 4 | |||
| 5 | |||
| 6 |
Every task is connected to the Criterion D strand it covers. Tick all the boxes before you submit.