Guidance for DP chemistry

internal assessment
October 20161

The individual investigation (20% of your final IB score) is marked using five criteria:
- Personal engagement
- Exploration
- Analysis
- Evaluation
- Communication

These criteria are weighted as follows:

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

In the first part of the course, you will carry out various formative tasks to help you understand the
assessment criteria.

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The guidance in this document was compiled by Elisa Jimenez and is the product of discussions with several DP Group 4
teachers (Anderson, Davison, Fotiu, Vincent, Webber, and many more) as well as advice given in various publications (Brown and
Ford, 2015; Neuss, 2007).

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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.
The justification given for choosing the research question and/or the topic under investigation
demonstrates personal significance, interest or curiosity.
There is evidence of personal input and initiative in the designing, implementation or
presentation of the investigation.

Specific guidance for Personal Engagement

- Your topic of study should spark curiosity and should not be immediately obvious.
- Outline why you chose this investigation topic, why you think it’s interesting and important.
- Explain how your investigation builds on what you have learnt in class.
- You should adapt your practical experiences in class to come up with a method of your own. This
does not mean that you have to invent a method from scratch, but you must demonstrate some
degree of personal input in designing the investigation. Please do not take a standard
experiment found in a textbook or online.
- Your report should demonstrate at least 10 hours’ worth of practical work.
- Your report should show a clear focus on your research question throughout.
- Focus on the research question

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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.

3–4 The topic of the investigation is identified and a relevant but not fully focused research
question is described.
The background information provided for the investigation is mainly appropriate and relevant
and aids the understanding of the context of the investigation.
The methodology of the investigation is mainly appropriate to address the research question
but has limitations since it takes into consideration only some of the significant factors that
may influence the relevance, reliability and sufficiency of the collected data.
The report shows evidence of some awareness of the significant safety, ethical or
environmental issues that are relevant to the methodology of the investigation.
5–6 The topic of the investigation is identified and a relevant and fully focused research question is
clearly described.
The background information provided for the investigation is entirely appropriate and relevant
and enhances the understanding of the context of the investigation.
The methodology of the investigation is highly appropriate to address the research question
because it takes into consideration all, or nearly all, of the significant factors that may
influence the relevance, reliability and sufficiency of the collected data.
The report shows evidence of full awareness of the significant safety, ethical or environmental
issues that are relevant to the methodology of the investigation.

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Specific guidance for Exploration
1. Title
Be descriptive. “The effect of concentration on rate of reaction” is not a descriptive title.

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

3. Background information
- Explain the reasoning for your choice of investigation, previous work done in this area, and
any important theories, laws, equations that may be relevant (i.e., those that might be
tested/verified in your experiment).
- This section should explain to a reader with some background in chemistry the information
needed in order to understand the significance of your investigation and appreciate the
importance of your results.
- Explain your choice of variables, in light of what you have discussed above.
- Focus on your chosen independent and dependent variables and research question.
- State your sources appropriately. No Wikipedia. No Yahoo Answers.

4. Hypothesis
- Not formally required, but you are encouraged to include it in order to support your
background information and later on, your conclusion.
- Write a hypothesis and predict the relationship between the independent and dependent
variables and explain it scientifically. Sketch a graph of the relationship you expect to find.

5. Variables
- Identify the independent (manipulated) variable and dependent (measured) variable.
- Both the independent and dependent variables should be quantitative (numerical).
- Please note that the dependent variable is the measured variable, it is not inferred. For
example, in a practical investigating the effect of temperature on the rate of a chemical
reaction, rate is not the dependent variable. Possible dependent variables might be the time
taken for a certain amount of gas to be produced or the time taken for an X to be obscured
by a precipitate. (This can then be used the find the rate.)
- 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.
- 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.
- Watch out for the term amount. It has a precise meaning in chemistry, which is moles of a
substance. If you mean volume or mass or concentration, say so.

6. Materials
- Write a detailed list of materials (include units, sizes and uncertainties, quantities and
concentrations).
- You will are expected to prepare your own solutions, so list the equipment and substances
required to do so.

7. Safety

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 - Consider (i) health hazards, (ii) disposal and (iii) minimising the amounts of chemical
substances you will be using
- Refer to the MSDS or CLEAPSS Hazcards for the substances you will be using.
- For the hazards part, you might want to use a table like this:

Hazard Risk
How can it be Level of risk (Low,
(The thing that can (Why is it Emergency action
minimised medium, high)
cause harm) dangerous)
Place the affected area
Leave to cool before
under cold running
Hot apparatus Hot. Can cause burns putting away. Medium
water and alert the
Use tongs.
teacher

8. Preliminary experiments
- You must carry out some preliminary trials to establish a detailed plan.
- The range and intervals of the independent variable should be justified using preliminary
work or scientific research (which must be fully referenced).
- 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.

9. Method
- This can be written in prose or in steps.
- The method should contain enough information to allow the reader to replicate your
experiment.
- 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.
- A diagram or annotated photograph should be included to show the set-up – a good-quality
diagram will often save you several sentences.
- 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.
- Plan to collect data over a suitable range.
- Explain how to prepare solutions of the desired concentration(s).
- The independent variable should be accurately manipulated.
- The dependent variable should be accurately and systematically measured.
- All the controlled variables must be stated clearly and maintained at a constant value or at
the very least, monitored.
- 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 but there are significant inaccuracies and inconsistencies in the processing.
The report shows evidence of some consideration of the impact of measurement uncertainty
on the analysis.
The processed data is interpreted so that a broadly valid but incomplete or limited conclusion
to the research question can be deduced.
5–6 The report includes sufficient relevant quantitative and qualitative raw data that could support
a detailed and valid conclusion to the research question.
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.
The report shows evidence of full and appropriate consideration of the impact of measurement
uncertainty on the analysis.
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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Specific guidance for Analysis

1. Data collection
- Record the relevant controlled variables (e.g. room temperature)
- Record all raw data, units and uncertainties in a neat table with a title (A table to show…)
- Independent variable in the first column.
- Column headings should be clear and precise, and include SI units and suitable
uncertainties.
- Decimal places should be consistent with the equipment’s precision.
- 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.
- Include relevant observations (colour changes, gas formation, precipitate formation, changes
in temperature, etc).

2. Data processing
- Always process and show your results mathematically in some way.
- Guide your reader through the calculations and graphs by commenting on each part of your
processing. Include headings for calculations, tables and graphs.
- Calculations:
o Show sample calculations by stating any formulae used and the substituted values.
o Report your answer to the correct number of significant figures and state the unit.
o State any assumptions you make.
- Random error
o Propagate uncertainties to estimate the random error and again, one sample
calculation.
o Check the precision of your results matches that of their uncertainties
- Graphs
o Independent variable along the x-axis and dependent variable along the y-axis.
o Write a suitable title for your graph(s).
o Plot a big graph and smooth line or curve of best fit and error bars.
o Choose appropriate scales, and write detailed axis labels, with units and
uncertainties.
o Calculate the gradient in decimal form and with units. Show how the gradient
calculation is done, even if you have used technology to find it.
o Determine the R2 value for the correlation (there is no need to show the calculation
here)
o Anomalies should be graphed but not taken into consideration when drawing a line of
best fit.
- Percentage error - Calculate your percentage error (if possible). Cite the source of the
literature value. No Wikipedia. No Yahoo Answers.
- Processed data table - Present your processed data in a neat table.

3. Data analysis
- Describe the results: comment on what the graph shows. Is there a correlation?
- Comment on the direction of the correlation (positive/negative) and whether it is linear or
non-linear.
- Comment on the strength of the correlation. Justify your statement by referring to the r 2
value.
- Comment on the variability (similarity between trials) and spread (closeness to the line of
best fit) of the data.
- Comment on any anomalies and briefly speculate on what might have caused them.
- Comment on the impact of random error (propagated uncertainty, error bars)

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- Comment on the impact of systematic error (error beyond the propagated uncertainty, y-
intercept)
- Assess the relative impacts of systematic and random errors on the analysis.
- This written analysis must allow a conclusion to be drawn.
- Refer to your observations whenever possible.
- Be critical – do not blindly accept an Excel polynomial fit and “good” r 2 value. Consider
whether your graphical analysis makes sense in the context of your investigation.
-

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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.
Strengths and weaknesses of the investigation, such as limitations of the data and sources of
error, are described and provide evidence of some awareness of the methodological
issues* involved in establishing the conclusion.
The student has described some realistic and relevant suggestions for the improvement and
extension of the investigation.

5–6 A detailed conclusion is described and justified which is entirely relevant to the research
question and fully supported by the data presented.
A conclusion is correctly described and justified through relevant comparison to the
accepted scientific context.
Strengths and weaknesses of the investigation, such as limitations of the data and sources of
error, are discussed and provide evidence of a clear understanding of the methodological
issues* involved in establishing the conclusion.
The student has discussed realistic and relevant suggestions for the improvement and
extension of the investigation.

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Specific guidance for Evaluation
1. Conclusion
- Describe trends and patterns revealed by the data.
- Explain these trends and patterns scientifically. Cite your sources appropriately.
- Answer your research question. Describe and justify it clearly.
- Refer to your observations whenever possible.
- 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.

2. Evaluation
- Outline the strengths of the investigation.
- Comment on limitations and weaknesses of the investigation. Remember carelessness
should not be a source of error. 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?
- Consider the limitations of your methodology: is there a better reaction system or group
substances that could be used in this investigation? Is there an alternative procedure that
could be used to explore the relationship between these variables?
- Identify each limitation or weakness as systematic, random, or due to assumptions.
- Explain how the limitations and weaknesses might have affected your results (be specific,
would the calculated value be higher/lower? How would they affect the graph?).
- Make specific suggestions for improvement that could realistically be achieved in a school
lab.
- If you can’t think of a way to eliminate errors altogether, try to at least minimise them.
- Be specific about which equipment could be used. Avoid comments that say things like
“more sophisticated and accurate measuring devices should be used”.
- Remember to discuss suggestions for further enquiry.

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

Limitation or weakness
We relied on human reaction
time to determine when the
chemical reaction was
complete.
This is a random error because
it can affect the results in both
directions.
etc
Effect on results
greater uncertainty
associated with the time
measurements and
therefore greater random
error. This explains the large
spread of data, particularly
at lower temperatures when
the reaction was slower.
Suggestions for improvement
- use a turbidimeter to sample the
reaction mixture at different times
and measure the opacity. The
time taken to reach a certain
opacity at each temperature could
then be extrapolated from a graph
of opacity vs time
- repeat trials twice more to
minimise 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.
The report is well structured and clear: the necessary information on focus, process and
outcomes is present and presented in a coherent way.
The report is relevant and concise thereby facilitating a ready understanding of the focus,
process and outcomes of the investigation.
The use of subject specific terminology and conventions is appropriate and correct. Any errors
do not hamper understanding.

*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.

Specific guidance for Communication

1. Clarity
- Go through and check whether your investigation focuses sharply on the research question.
- Use headings for tables, graphs and diagrams to aid interpretation.
- Narrate your data analysis – it will help communication and help you write your conclusion
and evaluation.
- Ask your friends and family members to proof read your report for clarity, conciseness,
coherence, and focus.

2. Formatting
- Include section subtitles and numbered headings for diagrams, tables and graphs.
- Font size 10-12, normal margins, 1.5 or double-spaced.
- Graphs, calculations and diagrams can be drawn by hand and scanned in, provided the
images are clear.
- Be mindful of significant figures and units.

3. Referencing
- In-text (parenthetical) citations should be embedded in the text every time you:
o Quote a source directly
o Paraphrase someone else’s ideas
o Use a diagram or picture that is not yours
- Full references should be stated at the end of your investigation. The in-text citation sources
must be included in full in the references section.
- References do not count towards the page count.

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