1 · Concepts, culture and reflexivity · 概念、文化与反身性
emic · reflexivity
U1-Q1 · 2 marks
Which evidence most directly supports an emic interpretation? · 哪项证据最直接支持内视角的解释？
Answer and reasoning · 答案与解析
Participants' accounts of what the exchange means to them. · 参与者对交换对其个人意义的描述。
U1-Q2 · 4 marks
Explain the mechanism or reasoning in this original case: Two visitors describe the same shared meal as generosity and social obligation. Their descriptions may reveal different positions, not a simple factual contradiction. · 解释此原始案例中的机制或推理：两位访客将同一顿共享餐食分别描述为慷慨和社会义务。他们的描述可能揭示不同的立场，而非简单的 factual 矛盾。
Answer and reasoning · 答案与解析
A participant says taking food creates a duty to help later. An observer initially records only the food exchange. The participant's explanation changes the interpretation from an isolated gift to a relationship of reciprocity. · 一名参与者表示接受食物意味着日后有提供帮助的义务。一名观察者最初仅记录了食物交换。参与者的解释将解读从孤立的礼物转变为互惠关系。
- Accurate relevant concept (1)
- Specific evidence from the case (1)
- Connected reasoning (2)
Do not treat one participant as the voice of an entire community. / Distinguish what was observed, what was said and what you infer before using theory to explain the case. · 不要将一位参与者视为整个社区的代言人。/ 在使用理论解释案例之前，区分观察到的内容、所说的话以及你的推论。
2 · Reading and comparing ethnographies · 阅读与比较民族志
ethnography · reciprocity
U2-Q1 · 2 marks
What makes the comparison anthropological rather than a list of similarities? · 什么使这种比较具有人类学意义，而非仅仅是一系列相似点的罗列？
Answer and reasoning · 答案与解析
Using a concept to explain contextual evidence and differences in social relationships. · 运用概念解释语境证据及社会关系的差异。
U2-Q2 · 4 marks
Explain the mechanism or reasoning in this original case: A village study and an urban workplace study both discuss belonging. A shared concept permits comparison without making their social relations identical. · 解释此原始案例中的机制或推理：一项乡村研究和一项城市职场研究均涉及归属感。共享的概念允许进行比较，而不必使其社会关系完全等同。
Answer and reasoning · 答案与解析
Compare how membership is recognized in each setting: invitations, language or duties may matter differently. Identify the source, fieldwork setting and method before arguing that one pattern explains both cases. · 比较每个环境中成员资格是如何被认可的：邀请、语言或职责的重要性可能有所不同。在论证一种模式能解释两种情况之前，先确定来源、田野调查环境和研究方法。
- Accurate relevant concept (1)
- Specific evidence from the case (1)
- Connected reasoning (2)
SL studies one area per group; HL studies a fourth. The map does not replace the teacher's selected ethnographies. / Avoid comparison by loose similarity: explain a relationship and a meaningful contrast supported by specific evidence. · SL 每组只研究一个领域；HL 增加第四个领域。地图不能替代教师选定的民族志研究。/ 避免基于表面相似性的比较：应解释由具体证据支持的关系及有意义的对比。
3 · Ethical fieldwork and analysis · 伦理田野调查与分析
fieldwork · informed consent
U3-Q1 · 2 marks
Which conclusion fits one short observation? · 哪一个结论符合单次简短观察的结果？
Answer and reasoning · 答案与解析
It suggests a seating pattern worth investigating further, rather than proving a general rule about friendship. · 这表明存在一种值得进一步调查的座位模式，而非证明关于友谊的一般规律。
U3-Q2 · 4 marks
Explain the mechanism or reasoning in this original case: You want to study how students choose seats in a club. The research question must be narrow enough to investigate without exposing classmates. · 解释此原始案例中的机制或推理：你想研究学生在社团如何选择座位。研究问题必须足够具体以便调查，同时不暴露同学信息。
Answer and reasoning · 答案与解析
Ask how seating relates to existing friendship groups in a consenting club. Record anonymized positions and voluntary explanations. Compare the first interpretation with a second collection, then reflect on how your membership of the club affected access. · 询问就座安排与现有友谊团体在征得同意的社团中的关系。记录匿名位置及自愿提供的解释。将第一种解读与第二组收集的数据进行比较，然后反思作为该社团成员的身份如何影响了你的获取渠道。
- Accurate relevant concept (1)
- Specific evidence from the case (1)
- Connected reasoning (2)
Do not covertly observe sensitive settings or infer friendship from one seat choice. / The school approves the method and retains the actual fieldwork evidence; a simulated worksheet cannot replace IA fieldwork. · 不要秘密观察敏感环境或仅凭一次座位选择推断友谊。/ 学校批准该方法并保留实际田野工作证据；模拟表格不能替代 IA 田野工作。