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Guidance for DP chemistry

internal assessment
Elisa Jimenez Grant March 2021

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The guidance in this document is the product of personal reflection and experience as well as discussions

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with colleagues over the years (Anderson, Davison, Fotiu, Grocott, Loch, Loomis, Radley, Vincent,

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Webber, and many more). I have also incorporated some of the advice given in the IB DP chemistry TSM
and various publications (Brown and Ford, 2015; Neuss, 2007).
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Assessment
The individual investigation (20% of your final IB score) is marked using five criteria:

Personal
Exploration Analysis Evaluation Communication Total
engagement
2 (8%) 6 (25%) 6 (25%) 6 (25%) 4 (17%) 24

Developing a research question

Brainstorming possible topics

o What interests you?
o Have you come across any interesting paradoxes, contradictions or assumptions in your study of chemistry?

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o Are there any experiments that you have really enjoyed at any point in your schooling? Any household or

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kitchen chemistry phenomena you like? Many successful IAs involve adapting and building on a simple

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school experiment.
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What are possible dependent variables? What are some of the factors that might affect them?
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o Your independent and dependent variables should be numerical. Consider what data could you collect to
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help you answer your research question? Will any potential data processing allow you to demonstrate a
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range of analysis skills (graphs, calculations, uncertainty propagation, etc)

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o Avoid simple brand comparisons of food, cleaning products, pharmaceuticals, etc. that are not based on
chemical differences.
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Inspiration
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o Chemistry Review (sample resources follow link below)

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https://www.hoddereducation.co.uk/Magazines/Magazines-extras/Chemistry-Review-extras
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o Education in chemistry https://eic.rsc.org/

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o Compound interest http://www.compoundchem.com/

o Learn Chemistry Experimentation hub

http://www.rsc.org/learn-chemistry/collections/experimentation/practical-chemistry

o Kitchen Chemistry by Ted Lister (2005)

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Laboratory techniques:

o Determination the boiling point of an aqueous solution

o Construction of a calibration curve
o Chromatography
o Preparation of a standard solution
o Titrations: acid-base and redox
o Calorimetry
o Rates experiments (gas collection, mass loss, colorimetry, etc)
o Colorimetry
o Electroplating
o Electrolysis
o Voltaic cells
o Determination of empirical formula
o Determination of the molar mass of a gas or volatile liquid
o Crystallisation

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o Melting point determination

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o Use of sensors and apps (pH, conductivity, pressure, temperature, colorimeter, light intensity)

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Some available substances:
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o Household: vegetable oil, wax candles, sugar, vinegar, etc

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o Organics: alcohols, propanone (acetone), some alkenes and alkanes, some halogenoalkanes
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o Inorganics: metal chlorides, metal oxides, metal salts

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o Metals: Zn, Cu, Mg, Fe, Ca, Al, Na, K

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o Acids: hydrochloric, nitric, sulfuric, ascorbic, citric, stearic, salicylic

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o Bases: sodium hydroxide, potassium hydroxide, calcium hydroxide, ammonia

o pH indicators: Universal indicator, phenolphthalein
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Databases:
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o ChemiSpider http://www.chemspider.com/
o AIST Spectral Database https://sdbs.db.aist.go.jp/sdbs/cgi-bin/cre_index.cgi
o Spectra Databases https://mason.gmu.edu/~sslayden/Lab/spec-db.htm
o Crystallography Open Data http://www.crystallography.net/cod/
o Cool Molecules VSEPR database http://www.stolaf.edu/depts/chemistry/mo/struc/explore.htm
o Drugbank https://www.drugbank.ca/
o IUPAC NIST solubility database https://srdata.nist.gov/solubility/
o NIST Webbook http://webbook.nist.gov
o PubChem https://pubchem.ncbi.nlm.nih.gov/#
o SpectraBase https://spectrabase.com/
o UN environment statistics https://unstats.un.org/unsd/envstats/index.cshtml
o Web Elements database https://www.webelements.com/atoms.html

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Personal engagement
This criterion assesses the extent to which the student engages with the exploration and makes it their own. Personal
engagement may be recognized in different attributes and skills. These could include addressing personal interests
or showing evidence of independent thinking, creativity or initiative in the designing, implementation or presentation
of the investigation.

Mark Descriptor
0 The student’s report does not reach a standard described by the descriptors below
1 The evidence of personal engagement with the exploration is limited with little independent thinking,
initiative or creativity.
The justification given for choosing the research question and/or the topic under investigation does not
demonstrate personal significance, interest or curiosity.
There is little evidence of personal input and initiative in the designing, implementation or presentation
of the investigation.

2 The evidence of personal engagement with the exploration is clear with significant independent
thinking, initiative or creativity.

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The justification given for choosing the research question and/or the topic under investigation

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demonstrates personal significance, interest or curiosity.
There is evidence of personal input and initiative in the designing, implementation or presentation of

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the investigation.
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Specific guidance for Personal Engagement

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a) Personal engagement is assessed holistically and can be demonstrated through genuine curiosity, creativity
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and/or commitment in the design, execution and/or analysis of the investigation.

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b) The inclusion of a section titled “Personal Engagement” is discouraged, but you can include a sentence or
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two about your personal connection to the investigation in the introduction if think it will help the reader
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understand the background of the investigation.

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c) The outcome of the investigation should not be immediately obvious.

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d) You do not necessarily have to invent a method from scratch, but you must demonstrate some degree of
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personal input in designing the investigation. Please do not take a standard experiment found in a textbook
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or online. For example, you might adapt one of the experiments you have done in class.
e) Your report should demonstrate at least 10 hours’ worth of practical work.
f) Your report should show a clear focus on your research question throughout.
g) You might want to reflect on the Nature-of-science (NOS) concerns that are relevant to your investigation.
You can find an extensive NOS section at the front of your subject guide.

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Exploration
This criterion assesses the extent to which the student establishes the scientific context for the work, states a clear
and focused research question and uses concepts and techniques appropriate to the Diploma Programme level.
Where appropriate, this criterion also assesses awareness of safety, environmental, and ethical considerations.

Mark Descriptor
0 The student’s report does not reach a standard described by the descriptors below
1–2 The topic of the investigation is identified and a research question of some relevance is stated but it is
not focused.
The background information provided for the investigation is superficial or of limited relevance and does
not aid the understanding of the context of the investigation.
The methodology of the investigation is only appropriate to address the research question to a very
limited extent since it takes into consideration few of the significant factors that may influence the
relevance, reliability and sufficiency of the collected data.
The report shows evidence of limited awareness of the significant safety, ethical or environmental issues
that are relevant to the methodology of the investigation.

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3–4 The topic of the investigation is identified and a relevant but not fully focused research question is

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described.
The background information provided for the investigation is mainly appropriate and relevant and aids

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the understanding of the context of the investigation.
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The methodology of the investigation is mainly appropriate to address the research question but has
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limitations since it takes into consideration only some of the significant factors that may influence the
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relevance, reliability and sufficiency of the collected data.

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The report shows evidence of some awareness of the significant safety, ethical or environmental issues
that are relevant to the methodology of the investigation.
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5–6 The topic of the investigation is identified and a relevant and fully focused research question is clearly
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described.
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The background information provided for the investigation is entirely appropriate and relevant and
enhances the understanding of the context of the investigation.
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The methodology of the investigation is highly appropriate to address the research question because it
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takes into consideration all, or nearly all, of the significant factors that may influence the relevance,
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reliability and sufficiency of the collected data.

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The report shows evidence of full awareness of the significant safety, ethical or environmental issues that
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are relevant to the methodology of the investigation.

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(IBO, 2014)

Specific guidance for Exploration

1. Title What is your investigation about?

Be descriptive. “The effect of concentration on rate of reaction” is not a descriptive title.

2. Research question What, specifically, are you trying to find out?

a) This can be phrased as a question or a clear statement of purpose. It must be clear and concise.
b) Include the independent and dependent variables, as well as the reaction or system being studied.

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(Schmelz and Boateng, 2015)

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3. Background – do not start writing this section until you have a good idea what you are going to do
Why is this a worthwhile investigation?

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a) Academic research is expected. State your sources appropriately. No Wikipedia. No Yahoo Answers.

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b) This section should explain to a reader with some background in DP chemistry the information needed in
order to understand the significance of your investigation and appreciate the importance of your results.
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c) Explain the reasoning for your choice of investigation, previous work done in this area, and any important
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theories, laws, equations that may be relevant (i.e., those that might be tested/verified in your
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experiment)… In other words, justify your research question.

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d) Explain your choice of variables.

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e) Do not write a general summary. Focus on your chosen independent and dependent variables and
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research question.
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4. Hypothesis What do you think the outcome will be?

a) Not formally required, but you are encouraged to include it in order to support your background
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information and later on, your conclusion.

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b) Write a hypothesis and predict the relationship between the independent and dependent variables and
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explain it scientifically. Research and citations are expected.

c) Sketch a graph of the relationship you expect to find. Discuss why you think the graph will look like this.

5. Methodological background information How did you come up with the method?
a) This section does not need to go here. It could be part of the Background Information section. Put it in a
place that makes sense to you.
b) Include a brief section summarising how you developed your methodology. This will help to explain the
amount of data collected as well as supporting Personal Engagement and communication.
c) The range and intervals of the independent variable should be justified using preliminary work or
scientific research (which must be fully referenced).
d) If you have based your method on one you found elsewhere, then you should make a comment to this
effect, reference the source, and describe the ways in which you amended it to suit the purposes of your
investigation.

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6. Variables How will you make your investigation a fair test?

a) Identify the independent (input) variable and dependent (output) variable.
b) Both the independent and dependent variables should be quantitative (numerical).
c) Describe your DV clearly. In some cases you might need to distinguish between raw and processed
dependent variables. For example, in an investigation looking at the effect of temperature on the rate of
a chemical reaction, the rate is the processed dependent variable because it is not measured directly.
Possible raw dependent variables might be the time taken for a certain amount of gas to be produced or
the time taken for a precipitate to obscure an X drawn on paper (which can then be used to find the
1/time, which is proportional to the rate).
d) List the controlled variables. When determining controlled variables, think beyond same equipment,
room temperature and pressure. Identify key variables that would affect the results or your ability to
answer the research question.
e) Briefly explain how you will keep the controlled variables constant. If there is a variable that should be
controlled but doing so is practically impossible (e.g. room temperature), then you should at least plan to
monitor it. See the table below for an example of how to organise your ideas.
f) Watch out for the term amount. It has a precise meaning in chemistry, which is moles of substance. If you

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mean volume or mass or concentration, say so.

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Controlled variable Method of control/monitoring Possible effect on results

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Limited exposure to light
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Perform in a darkroom before being quenched.
The reaction is photosensitive. Exposure to
light will accelerate it and give unrealistically
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short reaction times.
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While the reaction’s exo- or endo-thermicity Increasing the temperature will increase the
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cannot be avoided, the temperature will be reaction rate.

Temperature of gas-filled flask
monitored using a temperature probe and data
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logger.
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7. Materials What materials and substances will you need?

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a) Write a detailed list of materials (include units, sizes and uncertainties, quantities and concentrations).
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b) Write a detailed list of substances (include amounts, concentrations, brands, etc).

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c) You are expected to prepare your own solutions, so list the necessary equipment and substances.
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8. Risk assessment How will you make sure your investigation is safe?
a) Consider (i) health hazards, (ii) disposal and (iii) minimising the amounts of chemical substances.
b) Refer to the MSDS or CLEAPSS Hazcards for the substances you will be using.
c) For the hazards part, you might want to use a table like this:

Hazard Risk Source(s) of How can the risk be

Emergency action Disposal
(The thing that can cause harm) (Why is it dangerous?) information minimized?

Leave to cool before Place the affected area

Hot apparatus Hot. Can cause burns Past experience putting away. under cold running water N/A
Use tongs. and alert teacher
Eye protection. Dilute
Acid is corrosive if > 1.5 Use lowest possible cautiously. Neutralise
CLEAPSS Hazcard Excess water and alert
Sulphuric acid (CLEAPSS, 2018) moldm–3 and irritant if > concentration; wear eye with sodium carbonate
#98 the teacher.
0.5 moldm–3 protection. and then pour down the
drain.

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9. Method How, exactly, did you do your experiment?

a) This can be written in prose or in steps.
b) The method should contain enough information to allow the reader to replicate your experiment.
c) Avoid long lists of steps that refer back to each other; “Repeat steps 4 to 9 with the substances listed in
step 11” is very confusing. If your method is excessively long, you must condense it.
d) A diagram or annotated photograph should be included to show the set-up – a good-quality diagram
will often save you several sentences.
e) Plan to collect sufficient data. The rule of thumb is at least three trials and at least 5 data points. Above
all, you must ensure sufficient data is planned for. “Sufficient data” constitutes enough data to allow you
to address the research question.
f) Plan to collect data over a suitable range.
g) Explain how to prepare solutions of the desired concentration(s).
h) The independent variable should be accurately manipulated.
i) The dependent variable should be accurately and systematically measured.
j) All the controlled variables must be stated clearly and maintained at a constant value or at the very least,

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monitored.
k) Include a control group, if applicable.

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Analysis
This criterion assesses the extent to which the student’s report provides evidence that the student has selected,
recorded, processed and interpreted the data in ways that are relevant to the research question and can support a
conclusion.

Mark Descriptor
0 The student’s report does not reach a standard described by the descriptors below
1–2 The report includes insufficient relevant raw data to support a valid conclusion to the research question.
Some basic data processing is carried out but is either too inaccurate or too insufficient to lead to a valid
conclusion.
The report shows evidence of little consideration of the impact of measurement uncertainty on the
analysis.
The processed data is incorrectly or insufficiently interpreted so that the conclusion is invalid or very
incomplete.
3–4 The report includes relevant but incomplete quantitative and qualitative raw data that could support a
simple or partially valid conclusion to the research question.
Appropriate and sufficient data processing is carried out that could lead to a broadly valid conclusion

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but there are significant inaccuracies and inconsistencies in the processing.

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The report shows evidence of some consideration of the impact of measurement uncertainty on the
analysis.

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The processed data is interpreted so that a broadly valid but incomplete or limited conclusion to the
research question can be deduced. gm
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5–6 The report includes sufficient relevant quantitative and qualitative raw data that could support a detailed
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and valid conclusion to the research question.

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Appropriate and sufficient data processing is carried out with the accuracy required to enable a
conclusion to the research question to be drawn that is fully consistent with the experimental data.
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The report shows evidence of full and appropriate consideration of the impact of measurement
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uncertainty on the analysis.

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The processed data is correctly interpreted so that a completely valid and detailed conclusion to the
research question can be deduced.
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(IBO, 2014)
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Specific guidance for Analysis

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1. Data collection What data did you collect?

a) Record any relevant controlled variables that you monitored (e.g. room temperature)
b) Record all raw data, units and uncertainties in a neat table with a title (Table showing…)
c) Independent variable in the first column.
d) Column headings should be clear and precise, and include SI units and suitable uncertainties.
e) Decimal places should be consistent with the equipment’s precision.
f) Any anomalies should be flagged (e.g. asterisk, highlighting, footnote, etc) and excluded from the
average. If this is the case, include a comment to this effect under the table.
g) Include relevant observations (colour changes, gas formation, precipitate formation, changes in
temperature, etc).

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2. Data processing How did you transform your data?

a) Always process and show your results mathematically in some way.
b) Guide your reader through the calculations and graphs by commenting on each part of your processing.
Narrate your calculations and graphs – this will help communication and help you write your conclusion
and evaluation.
c) Include headings for calculations, tables and graphs.
d) Calculations:
i. Show sample calculations by stating any formulae used and the substituted values.
ii. Report your answer to the correct number of significant figures and state the unit.
iii. State any assumptions you make.
e) Random error
i. Propagate uncertainties to estimate the random error and again, one sample calculation.
ii. Check the precision of your results matches that of their uncertainties
f) Graphs
i. Independent variable along the x-axis and dependent variable along the y-axis.
ii. Write a suitable title for your graph(s).

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iii. Plot a big graph and smooth line or curve of best fit and error bars.
iv. Choose appropriate scales, and write detailed axis labels, with units and uncertainties.

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v. Determine the gradient in decimal form and with units.

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vi. Determine the R2 value for the correlation (there is no need to show the calculation)
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Anomalies should be graphed but not necessarily taken into consideration when drawing a line
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of best fit.
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g) Percentage error - Calculate your percentage error (if possible). Cite the source of the literature value.
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No Wikipedia. No Yahoo Answers, no Quora.

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h) If you have processed a large amount of data, include a table of final processed data.
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3. Interpretation What is the meaning of your data?

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a) Describe and explain the results considering the:

i. direction of the correlation (positive/negative) and whether it is linear or non-linear.
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ii. strength of the correlation. Justify your statement by referring to the r2 value.
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iii. the data’s variability (similarity between trials) and spread (closeness to the line of best fit).
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iv. anomalies and speculate on what might have caused them.

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v. impact of random error (propagated uncertainty, error bars)

vi. impact of systematic error (error beyond the propagated uncertainty, y-intercept)
b) This written analysis must allow a conclusion to be drawn.
c) Refer to your observations whenever possible.
d) Be critical – do not blindly accept an Excel polynomial fit and “good” r2 value. Consider whether your
graphical analysis makes sense in the context of your investigation.
e) Follow the TEA method to analyse your graph:
Trend - What is generally happening in your graph?
Examples - Can you name any specific numbers that help you explain what is happening? It is important
to quantify with data.
Anomaly - Are there any odd ones out? Give reference to anything that does not fit the trend. Explain
what might have caused it.

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Evaluation
This criterion assesses the extent to which the student’s report provides evidence of evaluation of the investigation
and the results with regard to the research question and the accepted scientific context.

Mark Descriptor
0 The student’s report does not reach a standard described by the descriptors below
1–2 A conclusion is outlined which is not relevant to the research question or is not supported by the data
presented.
The conclusion makes superficial comparison to the accepted scientific context.
Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are
outlined but are restricted to an account of the practical or procedural issues faced.
The student has outlined very few realistic and relevant suggestions for the improvement and extension
of the investigation.

3–4 A conclusion is described which is relevant to the research question and supported by the data
presented.
A conclusion is described which makes some relevant comparison to the accepted scientific context.

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Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are

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described and provide evidence of some awareness of the methodological issues* involved in
establishing the conclusion.

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The student has described some realistic and relevant suggestions for the improvement and extension
of the investigation. gm
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5–6 A detailed conclusion is described and justified which is entirely relevant to the research question and
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fully supported by the data presented.

A conclusion is correctly described and justified through relevant comparison to the accepted scientific
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context.
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Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are
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discussed and provide evidence of a clear understanding of the methodological issues* involved in
establishing the conclusion.
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The student has discussed realistic and relevant suggestions for the improvement and extension of the
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investigation.
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(IBO, 2014)
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Specific guidance for Evaluation

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1. Conclusion According to your results, what is the answer to your research question?
a) Describe trends and patterns revealed by the data analysis.
b) Refer to your observations if possible.
c) Explain the trends, patterns and observations scientifically. Research and citations are expected.
d) Describe and explain the answer to your research question that is suggested by the outcome of the
investigation.
e) To what extent does the outcome of your investigation support your hypothesis?
f) Refrain from statements that include “prove”. Science never proves anything (IB Physics subject report,
May 2017)
g) Compare your results to the expected outcome – calculate a percentage error if possible, or at the very
least discuss whether the graphs’ characteristics (linearity, equation, intercepts, etc) are well aligned with
your expectations.
h) Assess the relative impacts of systematic and random errors on the analysis.
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2. Evaluation How well does the investigation address the research question?
a) Outline the strengths of the investigation.
b) Comment on limitations and weaknesses of the investigation. You must have evidence to believe these
sources of error are relevant to the investigation. Things to think about:
o Were all the controlled variables adequately controlled?
o Was the independent variable adequately manipulated?
o Was the range of the independent variable suitable?
o Was the dependent variable adequately measured?
o What are the limitations of the data?
Remember carelessness should not be a source of error.
c) Consider the limitations of your methodology:
o Is there a better reaction system or group substances that could be used in this investigation?
o Is there an alternative procedure that could be used to explore the relationship between these
variables?
o Are there any assumptions in the analysis or the interpretation?

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d) Explain how the limitations and weaknesses might have affected your results (be specific, do they make
the calculated value be higher/lower? How do they affect the graph?).

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e) Make specific suggestions for improvement that could realistically be achieved in a school lab.

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f) If you can’t think of a way to eliminate errors altogether, try to at least minimise them.
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g) Be specific about which equipment could be used. Avoid comments that say things like “more
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sophisticated and accurate measuring devices should be used”.
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h) Remember to discuss suggestions for further enquiry, that are related to the new, unanswered questions
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that came up during this investigation.

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You might want to include a table like the one below:

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Limitation or weakness Effect on results Suggestions for improvement

We relied on human reaction time to greater uncertainty associated with - use a turbidimeter to sample the reaction
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determine when the chemical reaction the time measurements and mixture at different times and measure the
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was complete. therefore greater random error. opacity. The time taken to reach a certain
This explains the large spread of opacity at each temperature could then
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This is a random error because it can data, particularly at lower be extrapolated from a graph of opacity
affect the results in both directions. temperatures when the reaction vs time
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was slower. - repeat trials twice more to minimise

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random errors

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Communication
This criterion assesses whether the investigation is presented and reported in a way that supports effective
communication of the focus, process and outcomes.

Mark Descriptor
0 The student’s report does not reach a standard described by the descriptors below
1–2 The presentation of the investigation is unclear, making it difficult to understand the focus, process and
outcomes.
The report is not well structured and is unclear: the necessary information on focus, process and
outcomes is missing or is presented in an incoherent or disorganized way.
The understanding of the focus, process and outcomes of the investigation is obscured by the presence
of inappropriate or irrelevant information.
There are many errors in the use of subject specific terminology and conventions*.

3–4 The presentation of the investigation is clear. Any errors do not hamper understanding of the focus,
process and outcomes.

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The report is well structured and clear: the necessary information on focus, process and outcomes is

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present and presented in a coherent way.
The report is relevant and concise thereby facilitating a ready understanding of the focus, process and

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outcomes of the investigation.
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The use of subject specific terminology and conventions is appropriate and correct. Any errors do not
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hamper understanding.
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*For example, incorrect/missing labelling of graphs, tables, images; use of units, decimal places. For issues of referencing and citations refer to the
“Academic honesty” section of the IB chemistry guide.
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(IBO, 2014)
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Specific guidance for Communication

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1. Clarity and conciseness

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a) The reader must understand, very early on, what you did and how you did it.
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b) Go through and check whether your investigation focuses sharply on the research question. Delete as
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necessary.
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c) Use headings for tables, graphs and diagrams to aid interpretation.

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d) Diagrams and photographs should be relevant to the investigation and should not be merely decorative.
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e) Proofread your report for clarity, conciseness, coherence, and focus.

f) No appendices.

2. Formatting
a) A title page and cover page are not required. Do not include them.
b) Include section subtitles and numbered headings for diagrams, tables and graphs.
c) Arial or Helvetica font size 11, normal margins, single (or greater) line spacing.
d) Graphs, calculations and diagrams can be drawn by hand and scanned in, provided the images are clear.
e) Be mindful of significant figures and units.
f) 6-12 pages
g) Numbered pages

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3. Referencing
a) In-text (parenthetical) citations should be embedded in the text every time you:
i. Quote a source directly
ii. Paraphrase someone else’s ideas
iii. Use a diagram or picture that is not yours
b) Full references should be stated at the end of your investigation, including full references for the in-text
citation sources

4. Terminology
a) Check you use the same words to identify the independent and dependent variables throughout.
b) Go through and check all the subject-specific terminology, SI units, equations and formulas are correct.
c) Check that you have reported significant figures and decimal places appropriately.
d) Check that you have labelled graphs correctly.

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Good luck!
Ms Jimenez-Grant

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