Achieving the maximum mark

To score the maximum of six marks for Exploration the Individual Scientific Investigation needs to:

• Identify the topic and describe a relevant and fully focused research question.
• Contain entirely appropriate and relevant background information that enhances the scientific context of the investigation.
• Use highly appropriate methodology to address the research question that takes into account all, or nearly all, of the factors that have a significant influence on the relevance, reliability and sufficiency of the data collected.
• Show full awareness of any significant environmental, ethical and safety issues that are relevant to the methodology used, if appropriate.

The following four areas are particularly important when it comes to assessing 'Exploration'.

1. Fully focused research question

Identifying a topic and formulating a fully focused research question is the key to a successful investigation. The way to go about selecting a research topic is addressed in the separate page, Choosing the research question. This criterion assesses whether the research question as expressed in the written report is relevant and fully focused. Even when students have 40 hours to carry out an Extended Essay it is surprising how many do not start with a fully focused research question. For the Individual Scientific investigation, where there are only ten hours, it is even more vital that the research question, as stated, is sharply focused. Teachers need to train their students to break down their initial idea themselves using further questions until it is completely focused. For example, "Is there more caffeine in tea or coffee?" seems a reasonable question to ask but on reflection it cannot be answered in 10 hours (or even 40 hours) because it is far too broad. Students needs to reflect and ask themselves, do I mean in a cup of tea or coffee (if so, how large is the cup and how long has the drink been brewed for etc.?) or do I mean in 100g of tea leaves or coffee beans? What type of tea and coffee are being referred to (beans, leaves, instant, country of origin etc. etc.)? They should continue this process of deconstruction until a very precise and sharp research question remains that can be addressed in ten hours. This process for obtaining and stating a fully focused research question and its subsequent assessment is virtually the same as for the Extended Essay. You can read much more about this, together with examples, on the EE page Framing the Research Question together with the problems when it comes to its assessment on the EE page Research question.

2. Background information

This is one of the factors that distinguish the Individual Scientific Investigation from Design practicals on the old programme. The investigation should not be done in isolation, it must be put into context with existing scientific knowledge. Students do not have a lot of time to do this thoroughly but nevertheless they should endeavour to access a variety of different and relevant sources. Most students will probably use the Internet as their starting point as it is quick and generally efficient. However they need to investigate and confirm the reliability of any web sources. I would recommend that they also include at least one source from a reputable scientific journal as this will have been peer reviewed and also perhaps a text book. It would be unreasonable to expect many sources given the time frame but an investigation that relies purely on secondary data should probably access that data from at least five different sources in the same way that a graph requires a minimum of five data points to have much validity. There is a similarity again with the Extended Essay here as the sources should be acknowledged in a consistent and recognised way. Information on how to list reference sources can be found on the EE pages on Correct referencing and Writing a bibliography.

3. Appropriate methodology

The methodology will depend very much upon whether primary or secondary data is being generated. If the student is doing 'hands on' practical work then the method used or designed must ensure that all the variables are controlled except the dependent variable. The independent variable will of course be changing as the experiment proceeds. It is important that the method used, adapted or designed does actually generate either primary or secondary data that is directly relevant to the research question. The method chosen must be able to produce sufficient data from which a reliable conclusion can be deduced. The uncertainties associated with the measurements taken should be recorded and evaluated so that all the factors that might affect the reliability of the data are assessed. Note that if a student is using a simulation to obtain their data the IB expects them to use screen shots so that the examiner is able to get an understanding of the functionality of the simulation. These screenshots should aim to show the examiner how much input the student is able to give and to what extent the student is able to control and manipulate variables. This will allow the examiner to understand the teacher’s marking of the coursework.These screenshots should be included within the 6-12 page limit as in a sense they are replacing diagrams of hands on experimental methods.

4. Environmental, ethical and safety issues

There may be a tendency to think that this heading only refers to 'hands on' experimental work. However environmental and ethical issues could also be relevant to the collection of secondary data. For 'hands on' practical work students should include a 'risk assessment'. This should look at both the possible short-term and long-term adverse effects of any chemicals used. It should record the measures used to minimise any risk either from the chemicals or apparatus used and also cover the safe disposal of any chemicals after the experimental work has been completed. Information about possible risks for school science experiments can be obtained from CLEAPSS in the UK and from The School Chemistry Laboratory Safety Guide in the USA for example. It is useful to have a set of HAZCARDS available in your lab for students to refer to. Ethical issues concerning experimental work with animals are dealt with in the IB publication 'Guidelines for the use of animals in IB World Schools' which can be downloaded from My IB.