IB chem – IA template

Introduction/ background information

• A short section explaining to the reader what was performed during the experiment. Include diagrams, if
appropriate.
• Includes relevant scientific context for the investigation.
• Good opportunity to introduce some non-forced personal engagement.
• Background information should reference material more than just what is taught in the course.

Exploration
Design

Research question
• Provide a focused, unambiguous research problem/question.
• Include the factors being studied.
o These should make sense after the background information and context
• Should be written in the form “How is y dependent on x?”
• Fully focused RQ should include independent variable, conditions, control variables.

Hypothesis
• Make a single-sentence prediction of the outcome of the experiment.
• Explain the rationale for your prediction.
o Background information should be the basis for this
• Refrain from making personal references. (i.e. No “I think/believe…”)
• Be sure to address your hypothesis in the “Conclusion” section of your write-up.

Variables
• Provide a chart or list identifying the independent:
Variable Unit How it is measured/significance

• Provide a chart or list identifying the dependent:

Variable Unit How it is measured/significance

• Provide a chart or list identifying the controlled variables:

Controlled Variables Method of Control Reason to control/ Impact on Results

Equipment/ setup
• Provide a list of all the materials/apparatus used in the experiment.
• Include uncertainties and quantities where appropriate
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 • Describe experimental setup. (Labeled diagrams and/or photographs are encouraged.)

Procedure
• Describe in a series of numbered statements the steps that were taken during the experiment. Mention
any adjustments made.
o If you have multiple parts to your experiment (e.g. making standard solutions) then break the
method into subtitled sections
• Make clear what is being measured (include units).
• Describe how you are going to change and measure the independent variable.
o You can make an explicit reference to this in the method
• Describe how you are going to measure the dependent variable
o You can make an explicit reference to this in the method
• Procedure should be sufficiently clear so that anyone can repeat the experiment and get the same results.
• Be concise but descriptive.
• Write using passive voice/past tense where applicable.
• State the ranges of the independent variable you are going to use.
• State how many times you are going to repeat the measurements of the dependent.
• If a graph is going to be generated, you must collect at least 5 data points.
• If an average value is to be calculated, the procedure should be repeated until consistent results are
obtained.
• Describe how you controlled other variables

Analysis
Results
Raw Data
• Record all raw data and observations (Be sure not to include processed data here.)
• Include both quantitative and qualitative data
• Data should be properly presented clearly in a table/chart.
• All raw data tables must have a descriptive title.
• Make sure that all columns are properly headed and units are given.
• Uncertainties are mandatory and can be given within column headings for equipment precision and as
footnotes beneath data tables for other types of uncertainties.
• The number of significant figures in the measurement is consistent with the uncertainty.

Processed data
• Raw and processed must be separated to prevent penalty in Communication
• Excessive amounts of raw data do not need to be included in the main body or appendix of the report.
Students should make explain it is a representative sample.
• In database IAs, the should be multiple sources of data collection and their validity should be addressed,
Allows for a statistical analysis by determining variance in databases
• Headings and the equation being used are provided to show the reader what you are doing.
• Headings are clear
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 • Process data in order to produce results that can be interpreted. (May involve the calculation of ranges,
means, or modes, for example.)
• Demonstrate errors and uncertainties in your data and propagate errors appropriately.
• Include relevant formulas.
• Units need to be present in final answers only.
• Sample calculation: Neatly present and explain one example only of any type of manipulation that was
done to the raw data to help make it more useful for interpretation. The other sets do not need to be
shown yet the answers to their calculations should be shown.
• Students should perform full calculations for each trial and then average the final calculation for the
trial, to allow for determination of outliers.
• Removal of an outlier must be explained in the analysis.
• Inclusion of Excel polynomials should be avoided, as they do not often show the correct trend affiliated
with the data
• Significant figures must be consistent throughout; if not, it will be marked down (round at the end of
calulations)
• Qualitative data should be a written description of variables rather than a photo.
• Uncertainties are propagated.
• Units are provided.
• Graphs are properly labeled and clear.
• Graphing raw data only counts as processing if the best-fit line, gradient, etc. are determined.
• This is typically one or more data tables (of your processed data) and one or more graphs of this
processed data. Once again, the design & clarity of data table(s) and graphs is important. Give careful
consideration to the choice of graph style(s) that you choose to do. Think about doing a scatter plot or
perhaps a line graph showing error bars or any number of other creative graphing styles rather than just a
simple line graph.
• Remember to include errors and uncertainties in this data also.
• Make sure that you follow good standard rules for doing graphs (descriptive title, axes labeled,
appropriate intervals, units, etc.)
• All figures and graphs should have captions (include errors/uncertainties).

Evaluation
Conclusion
• This is the section in which you get a chance to discuss the results of your experiment.
• Start with a short restatement of the purpose of the experiment (restate your hypothesis)
• Next, address whether your data seems to support or refute your hypothesis. This should be discussed
and not just stated. Answer original question/purpose in terms of your hypothesis.
• Justify your conclusions with interpretation of the processed data. (Include specific examples of findings
- refer to your graphs, trends, averages etc.). Specifically refer to your graph/data to give support to this
discussion.
• Avoid the use of the word “proof” or “proves” within your conclusion, as your data will not prove
anything.
• Compare the results with data values and calculate a percentage error between your results and a
literature value.
• Compare the % error to the uncertainty.
• Discuss any outlier points could be discussed (if there were any outlier points) as well as possible
reasons for those outlier points.
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 • When appropriate, compare results with previous research.

• You need to compare your results to scientific additional context or use additional context to explain
results, often missed and loose easy marks.
• Justify the conclusion based on accepted scientific context.

Evaluating
• Identify an evaluate limitations, weaknesses, or errors of methodology.
• Discuss the limitations and demonstrate and understanding of the methodological issues
• Include specific errors and how those errors may have affected your data and findings - may include but
not limited to equipment uncertainties.
• Random/systematic errors need to be discussed rather than just a simple identification of errors. You
need to be specific with your languages
• This section discusses how well the experimental design helped answer your experimental question.
Comment on:
o Controlled variables
o Equipment used and the method you used.
o Range of values and number of repetitions.
o Time management.

Improvements
• Improvements and extension are key to unlocking the high marking descriptors – they should make
sense in relation to the comments you have made about your sources of error
•
• Recommend specific modifications for future experiments.
• Modifications should address weaknesses and limitations discussed in procedure evaluation.
• In reference to the evaluation, what realistic and useful improvements could be made if you were to do
this investigation again?
• Discuss how random error can be reduced and how systematic errors can be removed/ reduced. Be
specific
• It may help you to structure your limitations, impacts and improvements in a table:
Limitation Impact of results Improvement

Discuss realistic and scientifically relevant extensions to the investigation.

• Extension - “What question would you address if they were given the same amount of time in the future
to research again.”
o Realistic extensions must be reproducible at a high school level.