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Exploration

  • /
  • The Investigation/
  • Exploration

In the exploration section students take their initial ideas, forge them into a focussed research question and develop them into a workable method to collect data in an experiment. This method needs to be planned with reference to biological knowledge at diploma level. A general discussion of the biological topic is not enough, information needs to be clearly relevant to the research question being tested.

The following components are expected:

  • A precise investigation research question - and associated biology theory.

    Here is an example of a research question becoming increasingly focused.

    An unfocused research question

    What is the effect of pH on enzymes?

    A partly focused research question

    How does the pH of different parts of the digestive tract affect the rate of enzyme activity?

    A sharply focused research question

    How does the change in pH from the mouth (pH7) to the stomach (pH1) affect the rate of reaction of the enzyme amylase?

  • A clear method: including variables, controls & a description of the data to be collected.
  • Enough data for analysis - leading to a conclusion.
  • Safety considerations - risk assessment - and disposal of any chemicals
  • Reference to the IB guidelines for use of animals (including humans)
    It is acceptable to leave out the risk assessment in investigations where a database or simulation has been used to collect data and there is obviously no need.

Methodology matters

What does word "methodology" refer to in the assessment criteria for the Investigation? This is sometimes overlooked.

An appropriate methodology includes a range of things;

  • The method of the experiment includes the names of appropriate variables - which relate to the research question.
  • The design of the method allows for the collection of enough data to provide evidence to answer the research question?
    • the range of the independent variable is appropriate to the research question.
      e.g. to investigate the effect of age on reaction rates includes participants older than IBDP students.
    • there are regular repeats planned in the method - to measure reliability.
      e.g. to use standard deviation calculations in the analysis at least 5 repeats values are recorded.
  • There are no 'fundamental flaws' in the method.
    • the use of apparatus does actually measure the desired variable.
      e.g. a measurement of growth records all parts of the plant which grow, not just the growth at the shoot tip.
    • the control of variables actually works,
      e.g. solutions are allowed time to reach the waterbath temperature.
    • the manipulation of chemicals or specimens actually achieves what the design of the experiment intended.
      e.g. enzymes are not mixed with substrates before timing of the reaction begins.
    • the effect of the observer doesn't accidentally causes variation in the results.
      e.g. the observation of behaviour of aquarium fish doesn't change their behaviour.

Example. 

Imagine that you are investigating the research question, “How does the pH of different parts of the digestive tract affect the rate of activity of the enzyme amylase.”

The method must:

  • Measure the product of a reaction, or something else which would allow a calculation of the rate of an enzyme’s activity.
  • Include tests at an appropriate range of pH values to cover the pH of the mouth, stomach and small intestines.
  • Mention several repeats of each test.
  • Begin each test with freshly mixed enzymes & substrate and not simply use the same mixture over again, If the same mixture was used each time and the pH increased from pH2 to pH10 the results might show the reaction getting slower as the pH increases, but actually the reaction was getting slower as the substrate gets used up.
EXPLORATION
The topic of the investigation is identified and research question.Background information provided for the investigation is.Appropriateness of the methodology of the investigation.Consideration of factors that may influence the relevance reliability and sufficiency of collected data.Evidence of awareness of the significant safety, ethical or environmental issues
6Relevant and fully focused.Entirely appropriate and relevant and enhances the understanding of the context of the investigation.HighlyNearly all factors considered.Full - all potential hazards identified and dealt with appropriately
4Relevant but not fully focused.Mainly appropriate and relevant and aids the understanding of the context of the investigation.MainlySome factors considered.Limited
2Some relevance but not focused.Superficial or of limited relevance and does not aid the understanding of the context of the investigationLimitedFew factors considered.Some