Extended Essay
Guide
Physics
2011
INTRODUCTION ......................................................................................................... 4
The extended essay is: .................................................................................................. 4
Aims .............................................................................................................................. 5
Assessment objectives .................................................................................................. 5
Responsibilities of the student ...................................................................................... 5
Recommended: things to do .......................................................................................... 6
Recommended: things to avoid ..................................................................................... 7
WRITING AND RESEARCHING THE EXTENDED ESSAY ................................................ 8
Writing the extended essay ........................................................................................... 8
Formal Presentation of the extended essay ...................................................... 9
The length of the extended essay ................................................................... 9
Title ............................................................................................................ 9
Abstract ...................................................................................................... 9
Contents page ............................................................................................. 9
Illustrations ............................................................................................... 10
Appendices, footnotes and endnotes ............................................................. 10
The research process .................................................................................................. 10
Define you essay question first ................................................................................... 11
Writing an essay question............................................................................ 11
Keywords .................................................................................................. 11
Choose the correct sources ......................................................................................... 11
How to find your sources fast ...................................................................................... 11
I can’t find it on Google, where do I look? ................................................................... 12
All topics ................................................................................................... 12
Humanities & Literature .............................................................................. 12
Sciences .................................................................................................... 13
Encyclopaedias........................................................................................... 14
Magazines ................................................................................................. 14
eBooks ...................................................................................................... 14
REFERENCING, BIBLIOGRAPHIES AND CITATIONS ................................................. 15
What is a bibliography? ............................................................................................... 15
What is a citation? ....................................................................................................... 15
2
Examples of citation & bibliography ............................................................................ 16
Book ......................................................................................................... 16
Website ..................................................................................................... 16
e-book ...................................................................................................... 16
Image online ............................................................................................. 16
Interview .................................................................................................. 16
GENERIC EXTENDED ESSAY FEEDBACK FORM .......................................................... 17
EXTENDED ESSAY STUDY PLAN ............................................................................... 20
PHYSICS EXTENDED ESSAY GUIDE .......................................................................... 21
Some Science General Guidelines: ............................................................................... 21
PHYSICS GUIDE ....................................................................................................... 22
Choice of topic ............................................................................................................. 23
Eamples of titles......................................................................................... 23
Treatment of the topic ................................................................................................. 25
Introduction to the essay ............................................................................ 26
Interpreting the assessment criteria ........................................................................... 27
Criterion A: research question ...................................................................... 27
Criterion B: introduction .............................................................................. 28
Criterion C: investigation ............................................................................. 28
Criterion D: knowledge and understanding of the topic studied ........................ 28
Criterion E: reasoned argument ................................................................... 28
Criterion F: analytical and evaluative skills appropriate to the subject ............... 28
Criterion G: use of language appropriate to the subject ................................... 28
Criterion H: conclusion ................................................................................ 29
Criterion I: formal presentation .................................................................... 29
Criterion J: abstract .................................................................................... 29
Criterion K: holistic judgment ...................................................................... 29
Organising your Physics Essay .................................................................................... 29
The Writing Order of your Physics EE .......................................................................... 30
Examiners Report 2010 - Physics ................................................................................ 37
If you want to use the hyperlinks in this document, you may download it from
the library website - http://bislib.wikispaces.com/Extended+Essay+Skills
3
Introduction
The extended essay is an in-depth study of a focused
topic chosen from the list of approved Diploma
Programme subjects—normally one of the student’s six
chosen subjects for the IB diploma. It is intended to
promote high-level research and writing skills,
intellectual discovery and creativity. It provides
students with an opportunity to engage in personal
research in a topic of their own choice, under the
guidance of a supervisor (a teacher in the school).
This leads to a major piece of formally presented,
structured writing, in which ideas and findings are
communicated in a reasoned and coherent manner,
appropriate to the subject chosen. It is recommended
that completion of the written essay is followed by a
short, concluding interview, or viva voce, with the
supervisor.
The extended essay is assessed against common criteria, interpreted in ways appropriate to
each subject.
The extended essay is:
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compulsory for all Diploma Programme students
externally assessed and, in combination with the grade for theory of knowledge,
contributes up to three points to the total score for the IB diploma
a piece of independent research/investigation on a topic chosen by the student in
cooperation with a supervisor in the school
chosen from the list of approved Diploma Programme subjects, published in the
Vade Mecum
presented as a formal piece of scholarship containing no more than 4,000 words
the result of approximately 40 hours of work by the student
concluded with a short interview, or viva voce, with the supervising teacher
(recommended).
In the Diploma Programme, the extended essay is the prime example of a piece of work
where the student has the opportunity to show knowledge, understanding and enthusiasm
about a topic of his or her choice. In those countries where it is the norm for interviews to be
required prior to acceptance for employment or for a place at university, the extended essay
has often proved to be a valuable stimulus for discussion.
4
Aims
The aims of the extended essay are to provide students with the opportunity to:
 pursue independent research on a focused topic
 develop research and communication skills
 develop the skills of creative and critical thinking
 engage in a systematic process of research appropriate to the subject
 experience the excitement of intellectual discovery.
Assessment objectives
In working on the extended essay, students are expected to:
1.
2.
3.
4.
plan and pursue a research project with intellectual initiative and insight
formulate a precise research question
gather and interpret material from sources appropriate to the research question
structure a reasoned argument in response to the research question on the basis of the
material gathered
5. present their extended essay in a format appropriate to the subject, acknowledging
sources in one of the established academic ways
6. use the terminology and language appropriate to the subject with skill and
understanding
7. apply analytical and evaluative skills appropriate to the subject, with an understanding
of the implications and the context of their research.
Note: material has different meanings in different subjects. It may be data from experiments,
information from interviews, or secondary sources from reading.
Responsibilities of the student
It is required that students:
 choose a topic that fits into one of the subjects on the approved extended essay list (in
the Vade Mecum)
 observe the regulations relating to the extended essay
 meet deadlines
 acknowledge all sources of information and ideas in an approved academic manner.
It is
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strongly recommended that students:
start work early
think very carefully about the research question for their essay
plan how, when and where they will find material for their essay
plan a schedule for both researching and writing the essay, including extra time for
delays and unforeseen problems
record sources as their research progresses (rather than trying to reconstruct a list at
the end)
have a clear structure for the essay itself before beginning to write
check and proofread the final version carefully
make sure that all basic requirements are met (for example, all students should get full
marks for the abstract).
5
Recommended: things to do
Before starting work on the extended essay,
students should:


read the assessment criteria
read previous essays to identify strengths
and possible pitfalls

spend
time
working
out
the
research
question (imagine the finished essay)

work out a structure for the essay
During the research process, and while writing
the essay, students should:

start work early and stick to deadlines

maintain a good working relationship with
their supervisor

construct an argument that relates to the
research question

use the library and consult librarians for
advice

record sources as they go along (rather than
trying to reconstruct a list at the end)

choose a new topic and a research question
that can be answered if there is a problem with the original topic

use the appropriate language for the subject

let their interest and enthusiasm show.
After completing the essay, students should:

write the abstract

check and proofread the final version carefully.
6
Recommended: things to avoid
Examiners’ reports mention these things to be avoided at all costs.
Students should not work with a research question that is too broad or too vague, too
narrow, too difficult or inappropriate. A good research question is one that asks
something worth asking and that is answerable within 40 hours/4,000 words. It should be
clear what would count as evidence in relation to the question, and it must be possible to
acquire such evidence in the course of the investigation. If a student does not know what
evidence is needed, or cannot collect such evidence, it will not be possible to answer
the research question.
In addition, students should not:

forget to analyse the research question

ignore the assessment criteria

collect material that is irrelevant to the research question

use the Internet uncritically

plagiarize

merely describe or report (evidence must be used to support the argument)

repeat the introduction in the conclusion

cite sources that are not used.
The more background a student has in the subject, the better the chance he or she
has of writing a good extended essay. Choosing to write the extended essay in a
subject that is not being studied as part of the Diploma Programme often leads to
lower marks.
7
Writing and researching the extended essay
Writing the extended essay
The structure of the essay is very important. This is how students organize their argument,
making best use of the evidence gathered. These are the required elements of the final
work; more details about each are given in the next section. Please note that the order in
which they are presented here is not necessarily the order in which they should be written.
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Title page
Abstract
Contents page
Introduction
Body (development/methods/results)
Conclusion
References & bibliography
Appendices
Students should use the chosen system of academic referencing as soon as they
start writing (MLA is preferred by BIS). That way, they are less likely to forget to
include a citation. It is also easier than trying to add references at a later stage. Most modern
word processors are helpful with this. Some students draft the introduction first. If students
do that, they must be prepared to revise it once the essay is complete.
The main task is writing the body of the essay, which should be presented in the form
of a reasoned argument. The form of this varies with the subject of the essay but
(see subject section), as the argument develops, it should be clear to the reader what relevant
evidence has been discovered, where/how it has been discovered and how it supports the
argument. In most subjects, sub-headings within the main body of the essay will help the
reader to understand the argument (and will also help the student to keep on track).
Once the main body of the essay is complete, it is possible to finalize the introduction
(which tells the reader what to expect) and the conclusion (which says what has been
achieved, including notes of any limitations and any questions that have not been
resolved). Any information that is important to the argument should not be included in
appendices or footnotes/endnotes. The examiner is not bound to read notes or
appendices, so an essay that is not complete in itself will lose marks.
Students need to check that they have cited sources for all material that is not
their own, and that the citations are complete and consistent with the chosen
referencing system. The bibliography should list only the sources used in the essay.
The whole essay needs to be proofread carefully (computer spelling and grammar checkers
are useful but will not do everything). Pages must be numbered and the contents page must
be completed.
The abstract is normally written last.
8
Formal Presentation of the extended essay
The extended essay should be written in a clear, correct and formal academic style,
appropriate to the subject from which the topic is drawn.
The length of the extended essay
The upper limit is 4,000 words for all extended essays. This upper limit includes the
introduction, the body, the conclusion and any quotations, but does not include:
 the abstract
 acknowledgments
 the contents page
 maps, charts, diagrams, annotated illustrations and tables
 equations, formulas and calculations
 citations/references (whether parenthetical or numbered)
 footnotes or endnotes
 the bibliography
 appendices.
Essays containing more than 4,000 words are subject to penalties and examiners
are not required to read material in excess of the word limit.
Students writing their extended essay in Japanese or Chinese should use the following
conversions.
Japanese: 1 word = approximately 2 Japanese characters
Chinese: 1 word = approximately 1.2 Chinese characters
Title
The title should provide a clear indication of the focus of the essay. It should be precise and
not necessarily phrased in the form of a question.
Abstract
An abstract not exceeding 300 words must be included with the essay submitted. It does not
serve as an introduction, but presents an overview of the extended essay, and should,
therefore, be written last. The inclusion of an abstract is designed to allow readers to
understand quickly the contents of the extended essay. The abstract should be typed or word
processed on one side of a sheet of paper, and placed immediately after the title page.
The minimum requirements for the abstract are for it to state clearly:
 the research question being investigated
 the scope of the investigation
 the conclusion(s) of the extended essay.
Contents page
A contents page must be provided at the beginning of the extended essay and all pages
should be numbered. An index is not required.
9
Illustrations
Presentation and overall neatness are important, and it is essential that illustrative material, if
included, is well set out and used effectively. Graphs, diagrams, tables and maps are effective
only if they are clearly labelled and can be interpreted with ease. All such material that is
incorporated into the extended essay must be directly related to the text and acknowledged
where appropriate. The use of photographs and other images is acceptable only if they are
captioned and/or annotated and are used to illustrate a specific point made in the extended
essay.
Appendices, footnotes and endnotes
Appendices, footnotes and endnotes are not an essential section of the extended essay and
examiners are not required to read them, so care should be taken to include all information of
direct relevance to the analysis and argument in the main body of the essay. An essay that
attempts to evade the word limit by adding material in appendices risks losing marks under
several criteria. Unless considered essential, complete lists of raw data should not be included
in the extended essay. Students should not constantly refer to material presented in an
appendix as this may disrupt the continuity of the essay.
If you need more help writing, there are many writing guides on the library website:
http://bislib.wikispaces.com/Writing+Guides
The research process
When researching the extended essay, students should do the following:
1. Choose a Diploma Programme subject (e.g. History) for the extended essay, and read the
assessment criteria and the relevant subject guide.
2. Choose a topic (e.g. causes of WWII).
3. Formulate a well-focused research question.
4. Plan the investigation and writing process.
· Identify how and where they will gather material.
· Check the school’s deadlines for writing.
5. Plan a structure (outline with headings) for the essay.
This may change as the investigation develops but it is
useful to have a sense of direction.
6. Undertake some preparatory reading.
· If students discover that it will not be possible to obtain the evidence needed in the
time available, the research question should be changed. Students should go back to
stage 1.
7. Carry out the investigation.
· The material gathered should be used in the essay in a logical order to create a strong
argument. Students should be prepared for things to go wrong. Sometimes they may
discover something later in the investigation that undermines their earlier work. If that
happens, the investigation plan needs to be revised with the supervisor.
10
Define you essay question first
Before you begin to search for information, collect notes, or start writing – first, you must
accurately define your question. There are 2 important stages you must do, even before you
turn on a computer: 1. Write your complete essay question. 2. Write a list of keywords for
your essay.
Writing an essay question
The essay question states the main drive of your essay. You must have one before you start
writing, but you may change it as your work develops. It must describe your topic and your
point of view, usually in one sentence . It does not offer details. The introduction will give the
context why it’s important. Here are some examples of what a good question (sometimes
called a thesis statement) is & is not:
http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml#strongthesis
Keywords
Keywords are the expert vocabulary of your topic area. They improve your writing and make
your internet searches faster. You should use them in your writing because they demonstrate
that you understand the subject content. They will also be mentioned all over the best
websites you will be searching for. Take 5 minutes to write a list of keywords before you start
searching, it will save your hours in the long run because all your search results will be better
quality. If you want a good search, never use Google with less than 3 keywords.
If you can’t think of any keywords, start with your question:
e.g.
Does the addition of e-learning systems improve the performance of students in mathematics?
Then add any other words you think are important, e.g. online, digital, school, grades, maths.
Easy!
Choose the correct sources
Your essay must include a mixture of sources from: websites, books, journals, news items,
primary sources, your own research. You will lose marks for over-using Wikipedia. You
will lose marks if you only have internet sources. Also, you cannot trust everything on
the internet, must learn what is useful and what is not. If you’re unsure, go here:
http://bislib.wikispaces.com/file/detail/REAL+-+Testing+Websites.doc
How to find your sources fast
First this means mastering Google. Do you know how to use advanced search techniques? The
top websites on a Google search will usually be advertising, to stop this you must use
advanced search techniques. This includes techniques such as: Boolean, Nesting, Truncation,
& Phrase search. If you don’t know what these are, go and learn about them on the library
website: http://bislib.wikispaces.com/Super+Searching
11
I can’t find it on Google, where do I look?
Did you know that 50% of the internet is invisible to Google & Yahoo!? So you will
have to use more than one search engine. There are specialist search engines that are
designed to find documents just for Sciences, or History, or Art. They will find better quality
information and they can look in to the hidden corners of the internet.
All topics
Questia
http://www.questia.com/
This is a university style database that the school buys for EE research. It has e-books,
journal, magazines, newspapers, and more.
Ask the library for a password.
Intute
http://www.intute.ac.uk/
Built by a consortium of seven universities in the UK.
Infomine
http://infomine.ucr.edu/
Built by a consortium of universities in the USA.
The Internet Public Library
http://www.ipl.org/
This list of good websites assembled by a group of American universities.
The WWW Virtual Library
http://vlib.org/
The VL is the oldest catalogue of the web. It was started by Tim Berners-Lee, who basically
created the internet when he wrote HTML.
BUBL Link
http://bubl.ac.uk/link/
This directory uses the Dewey Decimal system to organise websites
ADT
http://adt.caul.edu.au/
The Australian Digital Thesis Program publishes university thesis online for free.
DOAJ
Database of Open Access Journals. A single search of 2500 free academic journals online.
Humanities & Literature
Bized reference page
http://www.bized.co.uk/reference/index.htm
Especially good for charts and diagrams of business concepts
Alcove 9
http://www.loc.gov/rr/main/alcove9/
This is a list of great pages assembled by the Library of Congress in America.
12
Eldis
http://www.eldis.org/
Development & Environment – news, dossiers on current issues, country profiles
Forced Migration Online
http://www.forcedmigration.org/
Refugees, health, education, human rights, etc - from Oxford University
Institute of historical research
http://www.history.ac.uk/projects/history-in-focus
Resources from their own history research, free online.
PsychWeb
http://www.psychwww.com/
A list of quality Psychology websites chosen by a professor in psychology.
VADS
http://www.vads.ac.uk/
A Visual arts & Design database. Contains pictures, weblinks and articles.
Sciences
Scirus
http://www.scirus.com/
Biggest science search on the internet. Searches journals & websites (websites are free).
arXiv.org
http://arxiv.org/
A Science & Maths database from Cornell University.
The national Digital Science Library
http://nsdl.org/search/
Aggregates documents from many other sources under one search engine
Loci
http://mathdl.maa.org/mathDL/23/
The Mathematical Association of America's online journal and collection of prize winning
articles.
LOC Virtual Reference Shelf
http://www.loc.gov/rr/askalib/virtualref.html#science
A list of free web resources that have been checked by science experts.
AMSER
http://amser.org/index.php?P=Home
A repository of maths documents for sharing.
13
Encyclopaedias
Also don’t forget that the best overviews on a subject are always found in encyclopaedias.
Encyclopaedias are the best place to start research, but the worst place to finish it.
Encyclopedia.com
Columbia Encyclopedia, Oxford’s World Encyclopaedia, Encyclopedia of World Biography and
Oxford Pocket Dictionary all in one place!
Magazines
Good quality news journals are a good source for your research, especially for current
information & trends. We have several good magazines available in the library, they cover:
science, economics, business, art, geography, history, and more. You can find them on display
in the library, or even better you can go to their websites and Google search all their past
issues for your topic. Go to this page for the addresses, passwords, etc:
http://bislib.wikispaces.com/Online+subscriptions
eBooks
There’s a lot of free books available on the internet. The advantage of an eBook is that you
can search all the text for your keywords, so it’s easy to find the sections you need.
Try these sites:
GoogleBooks
http://books.google.com/
Books available as full, preview, or no view. Select settings in the left column.
eScholarship Editions
http://publishing.cdlib.org/ucpressebooks/
Some pay per view, many free. Free books can be chosen as a browser setting when
searching.
Bartleby.com
http://www.bartleby.com/
Searchable library of full-text classic reference works, verse, fiction, and non-fiction.
Manybooks.net
http://manybooks.net/
This site offers free ebooks in many mobile formats.
Project Gutenberg
http://www.gutenberg.org/wiki/Main_Page
The first digital library of eBooks, offering more than 20,000 free public domain full-text
works.
If you want more general research links, go to the library webpage:
http://bislib.wikispaces.com/Reference+Links
14
Referencing, Bibliographies and Citations
An extended essay must reflect intellectual honesty in
research practices and writing. Producing accurate
citations and a bibliography is a skill that students should
be seeking to perfect before entering university.
Documenting research in this way is vital: it allows
readers to evaluate the evidence for themselves and it
shows the student has researched the topic well.
Failure to comply with this requirement will be
viewed as plagiarism and will, therefore, be treated
as a case of malpractice. This may result in a failing grade.
What is referencing?
Referencing is a way of indicating to the reader where information has been obtained, and
provides all the information needed to find the source material. Usually the minimum
necessary is: author, date, and publisher. References must be given whenever someone else’s
work, idea, or words, are quoted or summarized. References can come from many different
sources, including books, magazines, journals, newspapers, e-mails, Internet sites and
interviews. Internet references should include the web site address, the date it was accessed.
What is a bibliography?
A bibliography is an alphabetical list of every source used to research and write the essay.
Sources that are not cited in the body of the essay should not be included in the bibliography.
There are many different bibliography styles available, the only rule is that you must choose
one and use it throughout your essay; never change citation style half way. The school
supports any citation style but prefers MLA style.
What is a citation?
A citation is a short-hand method of making a reference in the body of an essay, which
provides enough information to find the full reference in the bibliography. Usually this is
author, date, and sometimes page number. The citation is short so as not to interfere with
ease of reading.
You must ensure that all ideas and evidence submitted are appropriately referenced
if they are not your own (i.e. come from researched sources). Every year students
fail to obtain their diploma because they have not fully
referenced their extended essay. It is vital that you do.
Go to the library website for tutorials, examples, and webguides that will help you write bibliographies:
http://bislib.wikispaces.com/Citation+%26+Bibliography
15
Examples of citation & bibliography
If your example is not here or you are unsure, go to the EasyBib website:
http://www.easybib.com/
Book by a single author
Citation: (Castle, 2001)
Bibliography: Castle, Gregory. Modernism and the Celtic Revival. New York: Cambridge UP,
2001. Print.
Note: when there is no author, substitute the title.
Book by two or more authors
Citation: (Kelly and Brack, 1971)
Bibliography: Kelley, Robert E., and O. M. Brack. Samuel Johnson's Early Biographers. Iowa
City: University of Iowa Print, 1971. Print.
Note: Give the names in the same order as the title page, not necessarily in alphabetical
order.
Article in a journal or magazine
Citation: (Vickeroy, 1996, 91-109)
Bibliography: Vickeroy, Laurie. “The Politics of Abuse: The Traumatized Child in Toni Morrison
and Marguerite Duras." Mosaic magazine 29.2 (1996): 91-109. Print.
Note: the article title is in speech marks, the magazine title is in italic.
Website
Citation: (Encyclopedia Britannica, 2009)
Bibliography: "Royal Shakespeare Company." Encyclopedia Britannica Online. Encyclopedia
Britannica, 2009. Web. 21 July 2009.
http://www.britannica.com/EBchecked/topic/511570/Royal-Shakespeare-Company-RSC
e-book
Citation: (Nesbit, 1908)
Bibliography: Nesbit, E. Ballads and Lyrics of Socialism, 1883-1908,. London: Fabian Society,
1908. Ebook.
http://books.google.com/books?id=JjcWAAAAYAAJ&dq=Ballads+and+Lyrics+of+Socialism.&hl
=en&ei=Om8tTYj4IMuHcaa6_LsI&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCMQ6A
EwAA
Image online
Citation: (Harper, n.d.)
Bibliography: Harper, Richard. 4th July 2010, NY, 34th & 12th. Digital image. Bkk
Photography. n.d. Web. 12 Jan. 2011.
<http://richbkk.com/slideshows/urban/4th_july/4thjuly.html>.
Note: n.d. means there was no date available
Interview
Citation: (Interview with Mr Arch, 2010)
Bibliography: "Interview with Mr Arch." Telephone interview by Alan Jacques. 12 Dec. 2010.
For more examples, go to:
http://www.lib.washington.edu/help/guides/44MLA.pdf
16
Generic Extended Essay Feedback Form
A: research question
Descriptor
The research question is not stated in the introduction or does not
lend itself to a systematic investigation in an extended essay in the
subject in which it is registered.
Achievement level
0
The research question is stated in the introduction but is not clearly
expressed or is too broad in scope to be treated effectively within
the word limit.
1
The research question is clearly stated in the introduction and
sharply focused, making effective treatment possible within the
word limit.
2
Comments
B: introduction
Descriptor
Little or no attempt is made to set the research question into
context. There is little or no attempt to explain the significance of
the topic.
Achievement Level
0
Some attempt is made to set the research question into context.
There is some attempt to explain the significance of the topic and
why it is worthy of investigation.
1
The context of the research question is clearly demonstrated. The
introduction clearly explains the significance of the topic and why it
is worthy of investigation.
2
Comments
C: investigation
Descriptor
There is little or no evidence that sources have been consulted or
data gathered, and little or no evidence of planning in the
investigation.
Achievement Level
0
A range of inappropriate sources has been consulted, or
inappropriate data has been gathered, and there is little evidence
that the investigation has been planned.
1
A limited range of appropriate sources has been consulted, or data
has been gathered, and some relevant material has been selected.
There is evidence of some planning in the investigation.
2
A sufficient range of appropriate sources has been consulted, or
data has been gathered, and relevant material has been selected.
The investigation has been satisfactorily planned.
3
An imaginative range of appropriate sources has been consulted, or
data has been gathered, and relevant material has been carefully
selected. The investigation has been well planned.
4
Comments
D: knowledge and understanding of the topic studied
Descriptor
The essay demonstrates no real knowledge or understanding of the
topic studied.
The essay demonstrates some knowledge but little understanding of
the topic studied. The essay shows little awareness of an academic
Achievement Level
Comments
0
1
17
context for the investigation.
The essay demonstrates an adequate knowledge and some
understanding of the topic studied. The essay shows some
awareness of an academic context for the investigation.
2
The essay demonstrates a good knowledge and understanding of
the topic studied. Where appropriate, the essay successfully outlines
an academic context for the investigation.
3
The essay demonstrates a very good knowledge and understanding
of the topic studied. Where appropriate, the essay clearly and
precisely locates the investigation in an academic context.
4
E: reasoned argument
Descriptor
There is no attempt to develop a reasoned argument in relation to
the research question.
Achievement Level
Comments
0
There is a limited or superficial attempt to present ideas in a logical
and coherent manner, and to develop a reasoned argument in
relation to the research question.
1
There is some attempt to present ideas in a logical and coherent
manner, and to develop a reasoned argument in relation to the
research question, but this is only partially successful.
2
Ideas are presented in a logical and coherent manner, and a
reasoned argument is developed in relation to the research
question, but with some weaknesses.
3
Ideas are presented clearly and in a logical and coherent manner.
The essay succeeds in developing a reasoned and convincing
argument in relation to the research question.
4
F: application of analytical and evaluative skills appropriate to the subject
Descriptor
The essay shows no application of appropriate analytical and
evaluative skills.
The essay shows little application of appropriate analytical and
evaluative skills.
Achievement Level
0
Comments
1
The essay shows some application of appropriate analytical and
evaluative skills, which may be only partially effective.
2
The essay shows sound application of appropriate analytical and
evaluative skills.
3
The essay shows effective and sophisticated application of
appropriate analytical and evaluative skills.
4
G: use of language appropriate to the subject
Descriptor
The language used is inaccurate and unclear. There is no effective
use of terminology appropriate to the subject.
The language used sometimes communicates clearly but does not
do so consistently. The use of terminology appropriate to the
subject is only partly accurate.
The language used for the most part communicates clearly. The use
of terminology appropriate to the subject is usually accurate.
Achievement Level
Comments
0
1
2
18
The language used communicates clearly. The use of terminology
appropriate to the subject is accurate, although there may be
occasional lapses.
3
The language used communicates clearly and precisely. Terminology
appropriate to the subject is used accurately, with skill and
understanding.
4
H: conclusion
Descriptor
Little or no attempt is made to provide a conclusion that is relevant
to the research question.
Achievement Level
0
A conclusion is attempted that is relevant to the research question
but may not be entirely consistent with the evidence presented in
the essay.
1
An effective conclusion is clearly stated; it is relevant to the
research question and consistent with the evidence presented in the
essay. It should include unresolved questions where appropriate to
the subject concerned.
2
Comments
I: formal presentation
Descriptor
Achievement Level
The formal presentation is unacceptable, or the essay exceeds 4,000
words.
0
The formal presentation is poor.
1
The formal presentation is satisfactory.
2
The formal presentation is good.
3
The formal presentation is excellent.
4
Comments
J: abstract
The requirements for the abstract are for it to state clearly the research question that was investigated, how the
investigation was undertaken and the conclusion(s) of the essay.
Descriptor
Achievement Level
Comments
The abstract exceeds 300 words or one or more of the required
0
elements of an abstract (listed above) is missing.
The abstract contains the elements listed above but they are not all
clearly stated.
1
The abstract clearly states all the elements listed above.
2
K: holistic judgment
(Objective 1)
The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as
intellectual initiative, depth of understanding and insight. While these qualities will be clearly present in the best
work, less successful essays may also show some evidence of them and should be rewarded under this criterion.
Descriptor
Achievement Level
Comments
The essay shows no evidence of such qualities.
0
The essay shows little evidence of such qualities.
1
The essay shows some evidence of such qualities.
2
The essay shows clear evidence of such qualities.
3
The essay shows considerable evidence of such qualities.
4
19
Extended Essay Study Plan
Student:
Subject:
Title / Question:
Relevant syllabus theories
Methodology – include details of sources you intend to use.
Primary research plan (what data do you want to collect/ how will you go about collecting it?/
sample characteristics, how will your questions help you answer your EE title question?)
N/A if not applicable
Secondary research (What secondary sources have you identified? How do they help you answer
your research question?)
Supervisor signature:
Date:
20
Physics Extended Essay Guide
If you have chosen to do an extended essay in the experimental science (Group 4), it is likely
that you are planning to study science at university. Doing your EE in Biology, Chemistry, or
Physics will help you when it comes to writing lab reports for demanding university TA's, who
are generally graduate students working on a thesis of some kind.
Your EE in a Group 4 subject should look like a very long lab report or submission to a
scientific journal. It is highly recommended that your investigation be data-based. A relatively
simple experiment could give you a higher end result than a more complex literature-based
essay, where you would be using data collected by persons other than yourself. Keep in mind,
though, that experiments with commonly-known results are unacceptable for an extended
essay investigation.
If you choose to do a literature-based essay, you will be required to present and discuss data
and put it into a new context or interpretation. It is not sufficient to do a summary essay
based on what you have read – there must be analysis and interpretation that is yours and
yours alone.
Regarding choice of topic, please ensure that your topic fits specifically within Biology,
Chemistry or Physics.
Many students start out with topics that are in-between subject areas (such as Biochemistry
or Medicine) and are often inappropriate for an EE in Science. Check the current EE guide for
subject-specific guidance.
The following headings should be used to organize your essay:
Some Science General Guidelines:
1. Introduction – this should be the last section of your essay that gets written. It must
include the following sub-headings:
➢ Research Question should very early in the introduction. Your extended essay mentor can
help you design a good research question.
➢ Hypothesis and Explanation of Hypothesis which detail both your prediction about the
outcome of your experiment and an explanation, based on theory (citations are a must here),
which supports your hypothesis.
➢ Variables, which should be identified as follows:
In addition, your introduction must include relevant background information. Keep in mind
that the examiners are IB teachers from your chosen subject area, so it is not necessary to be
overly simplistic here.
2. Materials and Methods – this should be written in paragraph form. If you feel the need to
include the minute details of your experiment (i.e. if you refer to specific steps in your error
analysis, for example) it may be included as an appendix. This section is written in past tense,
since you have already completed your experiment when you are writing your essay.
21
3. Data Collection – includes your observations in words, tables and graphs.
➢ Relevant qualitative observations
➢ Summary data tables (again, raw data could be included in an appendix if necessary) which
include some descriptive statistics such as means and standard deviations.
➢ Graphs are often a good way to show trends in your data, and are most useful included
within the body of your essay.
4. Analysis of Data – includes calculations such as rate of reaction, and analytical statistics
such as a T-test or ANOVA.
-in for MS-Excel which not only expands the range of graphs you
can make, but can tell you what type of statistical test you should do for the type of data you
collected, and has built-in functions that will do the statistical test for you. It is available at:
http://www.heckgrammar.kirklees.sch.uk/index.php?p=10310. (FREE!)
5. Discussion – this is where you discuss whether or not your experiment has answered your
research question. Error analysis, extensions to the investigation and unanswered questions
are also included in this section.
6. Conclusion – in one to two paragraphs, conclude your essay with what was learned during
the investigation. It should refer back directly to the research question, and whether or not
the hypothesis was correct. Sources of error may be reiterated here (briefly).
7. Appendices – if necessary, this is where you include the details of your experimental
protocol and raw data. This is only necessary if you specifically refer to them in your essay
(i.e. in the discussion). Keep in mind that examiners are not required to look at your
appendices, so if you really need them to see something (like a graph) it is probably best to
include it within the body of your essay.
8. Works Cited – this is not a “Bibliography” of all the books, journals and websites you
consulted while writing your EE. Only list those works you specifically cited in your essay.
Follow the CSE format. (See http://library.osu.edu/sites/guides/csegd.php for details.)
General Guidance
When writing, keep in mind your audience. Academic writing such as an extended essay
requires more formal English than a letter, email, or creative piece. Avoid colloquialisms and
contractions and don't add words just to increase your word count. The best extended essays
are between 3000 and 3500 words in length. It is a good idea to read your essay out loud – if
it sounds like the way you would normally talk to your friends, it is probably too informal.
There are several good style guides to help you with grammar and sentence structure.
(Strunk's
Elements
of
Style
is
an
excellent
reference,
available
at
http://www.bartleby.com/141/.)
Physics Guide
Overview
An extended essay in physics provides students with an opportunity to apply a range of skills
while researching a topic of personal interest in the field of physics. A physics extended essay
is characterized by a particular emphasis on physics within a more general set of scientific
criteria. An extended essay in physics must take the form of a research paper involving a
hypothesis or a model, or a critical analysis, that demonstrates argumentation, comparison, or
the extraction of relevant information or data.
22
The outcome of the research should be a coherent and structured piece of writing that
effectively addresses a particular issue or research question and arrives at a particular, and
preferably personal, conclusion.
Choice of topic
It is important that the extended essay has a clear emphasis on physics and is not more
closely related to another subject. A physics extended essay should, therefore, have a basis in
physical theory and emphasize the essential nature of the subject. An extended essay in an
interdisciplinary area such as materials science will, if registered as a physics extended essay,
be judged on its physics content, not its chemical content.
The purpose of the essay is not principally to inform the reader about a specific topic, nor
should it be a summary of the latest discoveries in physics. The student must be personally
involved with the subject matter and not simply an informant. The topic should represent a
challenge for the student.
Some topics may be unsuitable for investigation because of safety issues. For example,
experiments involving dangerous or carcinogenic substances, radioactive materials, lasers,
microwaves, UV light, noise or heavy equipment should be avoided unless adequate safety
apparatus and qualified supervision are available. Typical experiments done in class, not
suitable in themselves as a basis for an extended essay, can be a source of good topics.
Students should choose a well-focused, well-defined and realistic topic that allows for an indepth treatment. Broad or complex survey topics, for example, investigations into black holes,
gravity, time machines, the Higgs particle or the fate of the universe, will not permit the
student to discuss conflicting ideas and theories, nor to produce an in-depth personal analysis
within the word limit. Also, by definition, some topics are not suitable for an extended essay in
physics, which is an experimental science with a specific approach and techniques.
Students should also be careful to avoid research topics that go beyond the boundaries of
conventional science, for example, areas that are more related to metaphysics or pseudoscience. Examples of this could include the unknown forces of pyramids, physics and God’s
existence, and extrasensory perception.
Eamples of titles
The following examples of titles for physics extended essays are intended as guidance only.
The pairings illustrate that focused topics (indicated by the first title) should be encouraged
rather than broad topics (indicated by the second title).
“Orbital determination of a minor planet” is better than “Gravitation”.
“The variation in resistance of a wire subjected to different strains” is better than “Measuring
the resistivity of different materials”.
“The range variation of water flowing out of a hole in a container” is better than “An
application of Bernoulli’s principle”.
“The impact of the resistivity of the metal of a pipe and the pipe’s wall thickness on the
terminal velocity of a cylindrical magnet falling down the metallic pipe” is better than “Eddy
currents”.
Moreover, it may help if the student further defines the topic chosen for study in the form of a
research question, followed by a statement of intent that indicates which broad process is
going to be used in answering the question. In this way, the approach to the topic chosen may
be even further clarified. Some examples of this could be as follows.
Title
Research
question
Approach
Black hole at the centre of the Milky Way
Is it possible to determine the presence of a black hole at the centre of the Milky
Way?
A data-based approach is taken. From the astronomical observations of a star
23
Title
Research
question
Approach
Title
Research
question
Approach
Title
Research
question
Approach
following a Keplerian orbit around a compact radio source, the mass of a
supermassive black hole is determined. The level of uncertainty is appreciated.
The wine bottle as a Helmholtz resonator
Do wine bottles of different shapes behave as Helmholtz resonators?
An experimental approach is taken. The theoretical model is reviewed with specific
emphasis on the physical and geometrical parameters determining the resonant
frequency. By blowing across the opening of the bottle, a resonant frequency is
produced, picked up and measured. The accuracy of the model is determined.
The deflection of starlight by the Sun’s gravitational field
What will be the angular deflection of starlight by the Sun if Newton’s Universal
Law of Gravitation is applied?
A theoretical (numerical) approach is taken. Assuming a corpuscular model of
light, the motion of these corpuscles moving at the speed of light in a gravitational
field is followed by iteration. The results are compared to the one derived from
general relativity.
The efficiency of electromagnetic damping
Is the efficiency of electromagnetic damping of a moving glider a function of the
initial kinetic energy of the glider?
An experimental approach is taken. The energy budget of a coil-carrying glider
going through magnetic braking on a linear air track is followed by comparing the
mechanical energy lost to the thermal energy generated in the coil.
However, the aim of the essay may also be presented as a statement or as a hypothesis
rather than an actual question. Some examples are as follows.
The objective is to establish theoretically the proportionality existing between the terminal
velocity of a cylindrical magnet falling down a metallic pipe and the resistivity of the metal of
the pipe as well as the pipe’s wall thickness. An experimental investigation follows.
Water waves are observed in a long and narrow trough and their speeds are measured. It is
assumed that, for shallow water, the speed of the wave will be proportional to the square root
of the depth of the water and independent of the wavelength.
The objective is to establish the relationship between power and temperature for an
incandescent lamp.
A retractable ballpoint will be used to test the law of energy conservation.
The objective is to establish an acoustic model of the concert flute.
In first-hand experimental essays, students should choose sensible and feasible experiments
that do not require extensive lengths of time for the construction of apparatus. Highly
sophisticated instruments are not required: in some cases, they can impose limitations and
hinder the understanding of a phenomenon. Successful experiments will produce relatively
rapidly the data necessary for a sound analysis.
Ideally, students should carry out the research for the essay solely under the direction of the
school supervisor. Some of the best essays have been written by students investigating
relatively simple phenomena using standard school apparatus, and this approach is to be
encouraged. Regardless of where, or under what circumstances, the research is carried out,
students must provide evidence in the essay of their personal contribution to the research
approach and to the selection of the methods used. Essays based on research carried out by
the student at a research institute or university, under the guidance of an external supervisor,
must be accompanied by a covering letter outlining the nature of the supervision and the level
of guidance provided.
24
The domains of aerodynamics and hydrodynamics are theoretically and experimentally very
demanding; for example, the construction of wind tunnels can be problematic and timeconsuming. A topic within these domains must be chosen and defined very carefully.
Physics applied to sports can be a source of excellent topics, although the acquisition of
sufficient valid data can sometimes be problematic. The relevant biomechanics can be
overwhelming.
Students must choose a research question that can be treated effectively within the word limit
and is not of a trivial nature.
Treatment of the topic
Every extended essay in physics will involve some research into the background or theory of
the topic selected. However, extended essays in physics may then vary. Students may choose
any of the following approaches.
Experimental: design and implementation of an experiment, then personal collection and
analysis of the data.
Data-based: location and extraction of raw or processed data, not collected directly by the
student, which is then further refined and analysed.
Theoretical: development of a quantitative or semi-quantitative description of some physical
phenomenon, exercise of the model, predictions about its behaviour and limitations.
Survey: formulation of a cohesive, ordered, analytical and supported (qualitative and
quantitative) discussion of the topic.
Combination: some combination of the approaches listed above.
All extended essays in physics should summarize the scope and limitations of the work
undertaken. This should always include analysis of any experimental design, uncertainties and
precision of data, mathematical techniques, relationships with theoretical models, and
reliability and quality of sources. The essay content and development should directly evaluate
the research question, possibly in the form of a test of a hypothesis.
Experimental essays allow students to display their own critical thinking skills in a more
discernible fashion, but experimental work is not a requirement for a physics extended essay.
However, a theoretical dimension must be part of any empirical investigation.
Any experimental work that forms part of a physics extended essay should be adequately
described to allow the work to be repeated by others, who should achieve similar outcomes
and conclusions. Particular care should be taken with data obtained through secondary
sources. For data-based essays, the location and reliability of the sources needed should be
considered at the start of the planning stage. Students must scrutinize such data and the
experimental design with the same care that they would apply to data that they have collected
themselves. A careful scrutiny of research procedures could reveal serious flaws in
experimental design or in data collection that invalidate the results in whole or in part, or at
least limit the interpretation.
A purely empirical investigation relating two or three variables in the absence of any
theoretical foundation is not satisfactory—for example, an investigation involving only a
mathematical analysis of the gathered data relating the index of refraction of an Epsom salt
solution to the salt concentration. In such an essay, the student would be expected to
investigate the theoretical physics relating the index of refraction to the concentration.
If a computer simulation of a theoretical model is used, the algorithms developed or employed
should be thoroughly analysed and simulation outcomes compared with reality to check their
validity. For essays involving a theoretical model (computer simulation) describing a physical
phenomenon, the planning should include the initial postulates, the key steps in the running of
the model and the simulation outcomes gathered. Charts or code fragments may be used in
the body of the essay to illustrate how the model was translated into software, but the
25
programs themselves should be placed in the appendix. Each line of code of a program
fragment included in the body of the essay should count as two words towards the word limit.
The focus of any extended essay that uses a computer to build and exercise models, or to
analyse data, must be on the discipline of physics, not the software.
In theoretical, data-based or survey essays, an evaluation of the quality and reliability of the
literature sources used must be part of the essay.
Students must have read enough about the topic to make a value judgment about the
reliability of the sources. This can be achieved by researching secondary sources or by
performing their own calculations. Students should not hesitate to discuss conflicting ideas
and present their own opinions with their own arguments. In survey or theoretical types of
essays, proper planning should involve interrogating source material in light of the research
question, so that the views of other scientists are used to support the student's own
argument, and not as a substitute for that argument.
It may thus be helpful for a student to challenge a statement by a scientist, in reference to
the topic being studied, instead of simply agreeing with it, where there is evidence to support
such a challenge.
Analysis must complement data or information and not simply repeat it, while an
interpretation should be deduced logically from the data or information. Unfounded, farfetched extrapolation should be avoided and shortcomings recognized. The discussion should
not be a rewording of results; it should generate a solid interpretation of the results to be
compared to published research on the topic.
Absolute reliance on textbooks and the Internet is discouraged and no extended essay in
physics should be based exclusively on such sources. Textbooks should be consulted only
insofar as they may stimulate original ideas, provide models of disciplined, structured and
informed approaches, and encourage direct and personal involvement with the essay topic. If
students make use of Internet-based sources, they should do so critically and circumspectly in
full awareness of their potential unreliability. There are ways to verify the credibility of sources
and a librarian could advise about this.
Introduction to the essay
In the introduction, it is usually appropriate to identify the relevant principles of physics. For
example, the understanding of the motion of a cylindrical magnet falling inside a copper pipe
requires the application and integration of the Laws of Electromagnetic Induction and
Newton’s Laws of Motion. Students are expected to show that they are able to identify
completely the relevant theory in the context of the research question and can apply it
correctly. In the previous example, a brief qualitative description of the forces acting on the
falling magnet and their possible variations along its path will achieve this goal. If a historical
set-up is appropriate, it should be restricted and focused rather than general and exhaustive.
Some topics require some background foreign to physics—for example, physics applied to
sports or archeology. In such cases, only the essential non-physics information should be
provided in the introduction. If it is considered necessary that more information should be
included, then the appropriate place for it is the appendix.
In the introduction, the student must also show why the topic is worthy of investigation. The
opportunity or potential for creativity and initiative is a measure of the significance
(importance) and worthiness of the topic chosen. Some topics may be unsuitable because the
outcome is already well known and documented in standard textbooks, and the student may
not be able to show any personal input.
Presentation
It is difficult to be precise about the 4,000-word limit in physics as most essays include tables,
graphs, figures, diagrams, equations and calculations. Examiners will follow the spirit of the
word limit so that an essay that is excessive in length will be penalized.
26
For experimental or data-based essays, a typical layout will follow the order of tables of data,
graphs, analysis and conclusion. If the investigation is divided into two or more parts, it is
recommended to repeat this order for each part with a brief overview conclusion presented at
the end of the essay.
If data and graphs are too numerous, they should be included in an appendix. However, it is
essential that the reader is able to follow the development of the essay without having to refer
to the appendix. The core of the essay should be complete and stand on its own, with the
collection of all tables, graphs and diagrams inserted in the order required to allow for an easy
reading and understanding.
Tables, graphs and diagrams should be numbered so specific references can be made to them
in the body of the essay. It is not necessary to include an appendix, but where one is used, it
should not be done as an attempt to evade the 4,000-word limit. It is good practice to show
one example of the calculations of numerical results, including the calculation of errors. The
components of the table of contents should be made specific to the topic of the essay. A
generic list of contents such as “theory”, “experiment”, “data”, “analysis”, “conclusion” and
“bibliography” is not satisfactory. General knowledge such as Newton’s Law of Gravitation,
definitions, or the Doppler effect does not require any reference.
An extended essay in physics could include elements typically part of the report of an
experimental investigation within the internal assessment documentation. However, the
formal presentation of the extended essay is different from a laboratory report. For example,
an annotated diagram can be included in the essay but an exhaustive list of equipment should
not. Students are encouraged to look up scientific papers or articles published in recognized
physics journals or magazines.
Academic level
Essays in theoretical physics should cover material extended from the Diploma Programme
physics course covered in the classroom—for example, “The application of Huygens’ principle
to a single slit using the iterative method”, or material from outside the course—for example,
“The impact of solar light pressure on an orbiting satellite”.
Essays in experimental physics should cover topics not included in the school course’s regular
investigations—for example, “Are the tiny droplets produced by the impact of raindrops on a
hard surface electrically charged?”.
Sophisticated computer interface equipment should be used as a tool, not an end in itself. The
reliability and limitations of such equipment should be looked at. A simple use of simulation
programs would not necessarily reveal a student’s creativity and mastery of physics—for
example, the simple measurements of the harmonics of a stringed musical instrument by an
electronic probe would reveal little of the student’s intellectual abilities.
Abstract
Students are encouraged to look at abstracts of scientific research papers published in
recognized physics journals or magazines.
Interpreting the assessment criteria
Criterion A: research question
Although the aim of the essay can best be defined in the form of a question, it may also be
presented as a statement or proposition for discussion. Whichever way it is formulated, the
research question must be:
appropriate to physics as a science; centred on physics and not on peripheral issues such as
the history of physics or social implications of discoveries in physics
identified clearly and set out prominently in the introduction.
An effective treatment within the word limit requires a narrow and well-focused topic.
27
Criterion B: introduction
The introduction should relate the research question to existing subject knowledge: the
student’s personal experience or particular opinion is rarely relevant here. The relevant
principles of physics should be situated in the context of the topic.
The introduction should not be seen as an opportunity for padding out an essay with a lengthy
account of the context of the physics involved.
Criterion C: investigation
The way in which the investigation is planned will depend on the approach chosen by the
student. However, the plan should include the relevant theory as well as an appreciation of
the uncertainties or limitations inherent to techniques and apparatus.
Criterion D: knowledge and understanding of the topic studied
The knowledge and understanding demonstrated in a physics essay should extend from the
Diploma Programme physics course or laboratory. The fundamental knowledge acquired in the
classroom could be applied to a new physical situation that requires an interpretation of this
knowledge. A purely empirical approach seriously limits the level of knowledge and
understanding of the physics related to a topic, and consequently should be avoided.
Criterion E: reasoned argument
Students should be aware of the need to give their essays the backbone of a developing
argument. Personal views should not simply be stated but need to be supported by reasoned
argument to persuade the reader of their validity. For example, it is not sufficient to write
“From the graph we can see that…”. Straightforward descriptive or narrative accounts that
lack analysis do not usually advance an argument and should be avoided.
A well-organized and well-presented essay will enhance the clarity of an argument.
Criterion F: analytical and evaluative skills appropriate to the subject
Physicists use mathematics as a tool. This tool should not replace the relevant physics, nor
become the goal itself rather than the instrument used to reach the goal. The student should
show an understanding of the statistics and mathematical relationships produced
automatically by software programs. A complete and solid understanding of the intrinsic
limitations of an investigation, and their implications for the conclusions reached, is essential.
It should be shown in some way that a given proposed limitation, possibly procedural, does
have the expected impact on the final results and conclusion, for example, in the case where
experimental results are compared to standard values. A proper manipulation of significant
digits and uncertainties, including uncertainty in the mean and in graphs, is expected, as well
as an understanding of propagation of errors.
Criterion G: use of language appropriate to the subject
Scientific language must be used throughout the essay. Students should be encouraged to
read articles from recognized scientific journals or magazines to learn about the proper style,
organization and presentation of a scientific paper. The essential quality of the language
relates to exactness and precision, and typical expressions, such as “function of” or
“proportional to”, carry specific meanings. A curve on a graph cannot be qualified as
“exponential” or “quadratic” without proper analysis. Any symbols used must be clearly and
fully identified in the context of the situation; for example, writing “t for time” would not be
sufficient but writing “t for time during which the magnetic force is applied” would be precise
and helpful.
28
Criterion H: conclusion
“Consistent” is the key word here: the conclusion should develop out of the argument and not
introduce new or extraneous matter. It should not repeat the material of the introduction;
rather, it should present a new synthesis in light of the discussion.
The conclusion should reveal the impact on the final results of the investigation of
uncertainties in experimental data, the limitations of a model or of an experimental design, or
the validity of sources.
Criterion I: formal presentation
This criterion relates to the extent to which the essay conforms to academic standards about
the way in which research papers should be presented. The presentation of essays that omit a
bibliography or that do not give references for quotations is deemed unacceptable (level 0).
Essays that omit one of the required elements—title page, table of contents, page numbers—
are deemed no better than satisfactory (maximum level 2), while essays that omit two of
them are deemed poor at best (maximum level 1).
Criterion J: abstract
The abstract is judged on the clarity with which it presents an overview of the research and
the essay, not on the quality of the research question itself, nor on the quality of the
argument or the conclusions.
Criterion K: holistic judgment
Qualities that are rewarded under this criterion include the following.
Intellectual initiative: Ways of demonstrating this in physics essays include the choice of topic
and research question, and locating and using a wide range of sources, including some that
may have been little used previously or generated for the study.
Insight and depth of understanding: These are most likely to be demonstrated as a
consequence of detailed research, reflection that is thorough and well informed, and reasoned
argument that consistently and effectively addresses the research question.
Originality and creativity: In physics, these include looking inquisitively at the surrounding
world, innovation in experimental procedures and equipment to measure variable parameters,
an inventive approach to physical analysis or to classical topics, as well as the construction of
imaginative theoretical models.
Additional Guidance on Writing a Physics Extended Essay
A very useful website which gives very good examples of Physics Extended Essays can be
found here:
http://summit.k12.co.us/specprograms/ib/ExtEssays/html/physics.html
Organising your Physics Essay
Students should point out early in the essay how the research question was arrived at and, if
appropriate, how it was narrowed down, by briefly outlining related aspects that are not being
considered in the essay. The context of the title and its link to why it was chosen and
applications in the real world need to be considered closely and referred to throughout the
essay. Students should be encouraged to formulate one or more hypotheses based on the
research question. A single well-formulated question may give rise to a small number of
precise hypotheses.
Essays in Physics may be based on data collected by the student (primary data) through
experimentation, survey, or some other Physical approach. Alternatively, essays may be
29
based on data or information obtained from literature (secondary data), ideally from primary
sources, and manipulated or analysed in an original way by the student.
Essays that simply restate facts, undertake simplistic or previous experiments or use data
taken directly from the sources are of little value.
Whichever approach is chosen, the student must ensure that sufficient resources, in the form
of data and information, can be obtained in order to allow the topic to be effectively
researched and flow with a coherent argument throughout.
Essays that involve practical work carried out in the laboratory, should include a clear and
concise description of the experimental procedure. Students should attempt to specify how the
research approach and methodology were decided, and show any approaches that were
considered and rejected. Ideally, students should carry out the research for the essay solely
under the direction of a school supervisor. Some of the best essays have been written by
students investigating relatively simple phenomena using standard school apparatus, and this
approach is to be encouraged.
Regardless of where, or under what circumstances, the research is carried out, students must
provide evidence in the essay of their personal contribution to the research approach and to
the selection of the methods used. A supervisor must account for all extra support given
during the essay, so the extended essay writer must be aware that excessive extra help given
to design, complete or carry out the essay may result in a lower mark.
Generating and presenting data should not be an end in itself; analysis using appropriate
scientific techniques is essential. The main body of the essay should consist of an argument or
evaluation based on the data or information presented. Here, the student should point out the
significance of any graphs, tables or diagrams. Since this is often the longest single section of
the essay, it is essential that it is well structured and has an obvious logical progression. A
clear structure can be imposed on this section by dividing it into numbered and headed
paragraphs. This evaluation should show an understanding of the results and an appreciation
of their significance in light of the literature that has been consulted.
Students should provide some explanation of anomalies or unexpected outcomes but this
should not form a major part of the discussion. If necessary, modifications to hypotheses
presented earlier in the essay should be proposed and a research approach for testing these
should be suggested. Some assessment of the outcomes of the research in a future or wider
context should be made.
Students must be encouraged to undertake a critical evaluation of the work they have done.
In this analysis, the student should describe and explain the limitations imposed on the
research by factors such as the suitability and reliability of the sources accessed, accuracy and
precision of measuring equipment, sample size, validity and reliability of statistics. Biological
limitations should be considered, such as those arising from the problem of repeatability and
control when using living material, as well as the difficulties of generalizing from research
based on a single type of organism or environment.
The Writing Order of your Physics EE
The sub sections that follow are in the same order as would be expected in the essay
Title Page:
The title should provide a clear indication of the focus of the essay. It should be precise and
not necessarily phrased in the form of a question. The title is the first thing that the examiner
will see when the essay arrives for marking. Make sure that the title makes an immediate and
positive impact.
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Suggestions:
• There is no more than one sentence.
• It is based on the working hypothesis.
• Don’t use language which is ‘jargon-based’ and where there are terms you do not fully
understand.
• It should be possible for the examiner to understand immediately (at a glance) what the
essay is about.
• Try out your title on other people for their immediate impressions. An intelligent reader will
be able to understand what your essay is about simply from the title. Ask someone whose
opinion you respect but better not ask friends as they are less likely to provide positive critical
feedback.
Section J: Abstract
You have never met your examiner and they have no personal knowledge of you or your
essay prior to its arrival for marking. They are not aware of the hard work and difficulties you
have encountered and overcome in this work. In just 300 works you have to bring the
examiner right up to date with a broad yet accurate understanding of your essay. More than
any other section this part of the essay must be very carefully crafted for maximum impact.
First impressions count a great deal when it comes to abstracts. Again I would suggest you
ask your ‘critical friend’ to give you feedback on early drafts.
• This is the last part of the essay that you should write but of course it is placed at the front
of the essay after the title page
but before the contents page.
• Try to work on being concise (get to the point) and precise (accurate) in your account.
• The word limit is 300.
The abstract should clearly contain:
1. The research question to which you seek an answer and its significance in Physics.
2. Methodology which in broad terms is the way you set out to test your hypothesis. Detail is
not necessary but a clear overview of the scope of the essay is essential. In other words
explain how the research was conducted (what methods were used, what type and quantity of
data were collected, how test and control groups were selected or established).
3. Conclusion: What was the overall outcome of the investigation and its impact on the
research question?
Contents Page:
A contents page is placed at the beginning of the extended essay, after the title page and
abstract but before the introduction.
• All pages in the essay must be numbered.
• The content table should list various sub sections of the essay along with the correct page
number.
A: Research Question
In a Physics extended essay express the purpose of the essay as a question. This is will take
the form of a carefully composed question that the research will attempt to answer.
• Try not to confuse the essay title with the research question.
• The title that reflects the scope of the essay leads to the research question.
• The research question should be also be stated clearly in the introduction.
• For reason outlined in section 1 it will be appropriate to refer to the research question
throughout the essay.
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• If you decide to introduce new ideas as the essay/ experiment develops then these should
be explained and justified.
Hypothesis
• A good research question will readily allow hypothesis to be formed.
• Written as statement that can be tested (not a question)
• A directional or non-directional hypothesis along with a Null hypothesis can be stated
• It will normally be a single sentence, no more than two.
• It must contain a reference of the effect of the independent variable on the dependant
variable
• If possible this should be followed by a predictive graph with appropriate axis labels.
Assessment statement:
The research question is clearly stated in the introduction and sharply focused, making
effective treatment possible within the word limit. An appropriate hypothesis has been
formulated.
B: Introduction
There are three parts to this assessment criterion:
• How did you arrive at the research focus
• How did you narrow down to the research question
• How does the research question fit into the background reading for the essay
• You must carefully reference the sources (reading) that you have accessed.
• What the results of the study might reveal about the question being investigated.
Remember:
This is the section that makes reference to published work such as textbooks, books, Journals,
research papers and credible websites (don’t forget to evaluate). Citations in this section are
essential.
You should give a source for a direct quotation and when you are paraphrasing.
Good introductions continually cross reference the sources to the extended essay research
topic
You should begin with your research question, move to the known published research and
then back to the research focus.
Assessment statement:
The context of the research question is clearly demonstrated. The introduction clearly explains
the significance of the topic and why it is worthy of investigation It should place your research
in context e.g. state of current knowledge or relevance of your research.
C: Investigation
You need to justify your approach and not simply report a method.
Data selection and reliability:
If you are using secondary data then you need to comment on the on how you selected the
data and its reliability.
You need to describe, explain and justify your choice experimental work to collect primary
data..
You should state the sources of your experimental work.
The Method should be detailed enough to allows someone else to repeat exactly what you did.
Limitations and uncertainties stated
The following points would be covered in a systematic treatment of the investigation planning.
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Independent Variables
• State the independent variable.
• The variable that you are changing in the experiment (plotted on the x-axis)
• If you are sampling they may include the time or place of samples
• The independent variable causes the change in the dependent variable.
• Identify in detail and include SI units
State the Dependent Variables
• State the dependent variable.
• The variable that you are going to measure (plotted on the y-axis)
• Identify in detail and include SI units
State the Control Variables
• These are the background variables in your investigation that may have a significant effect
on the dependent variable.
These are the ones you will control.
• This must be presented in a table with three columns titled variable, effect, control
• You should also consider any variable you can’t keep the same
Method
• Write a set of ‘bullet point’ instructions which are a step by step guide to your method (like a
cooking recipe). It should be possible for someone to pick up this method and repeat your
method exactly without any assistance or clarification.
• Be prepared to explain and justify your choice of experimental technique. Give a citation for
the source.
• State how the independent variable will be set up and controlled
• State how the dependent variable will be measured
• Detail how you will control each variable
• Give a detailed list of all equipment used
• Errors and uncertainties and limitations
A table listing the variables involved with the precision of the device and an uncertainty is a
clear way to carry out this part. This should be arranged with the largest source of uncertainty
at the top of the table.
Variable Unit of precision Error / Uncertainty/limitations
You should use half the smallest unit that the instrument can measure as your basic unit of
uncertainty.
When you record a quantity, the last digit is always an estimate and therefore introduces
uncertainty. If you where using a burette with millilitre graduations, then you could make a
reading of say 23 yet you notice that the actual measurement is about 0.7 ml more. The 3 is
the last measured digit and the .7 is the estimate. The minimum uncertainty is half the place
value of the last measured digit (the ones column) or 0.5 ml. Therefore the final reading
would be 23 +/- 0.5 ml
If you use callipers to measure length, the student might measure at 23 mm and about
another 0.4 mm. However 3 is the last measured digit and should accompanied by an
uncertainty of 0.5 mm. Therefore the final reading would be 23 +/- 0.5ml . The standard ruler
is a special case as it introduces an error at both ends, so mm rulers should have an
uncertainty of 1 mm. So a careful student might record a value of 23.7 mm using a standard
mm ruler, but should ultimately write 23 mm +/- 1 mm.
All data should conform to the same number of decimal places after the point.
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Note qualitative considerations such as parallax problems in reading a thermometer scale,
reaction time in starting and stopping a timer, or random fluctuation in an electronic balance
read-out.
Students should do their best to quantify these observations into the estimated uncertainty.
Provided a foot note/ citation for any method found in a textbook or reference book.
Sufficiency of data:
It’s not enough to just state number of samples on the independent variable and the number
of repetitions of each. The design of the experimental method must make it possible to
actually collect the data you have specified.
The sample should be representative of the range a very small sample is between 5-10, small
sample is 20-30, and a big sample 30+.
Where sufficient replicates have been carried out, then the calculation of:
the standard deviation of the mean is expected. But proposed calculation of the standard
deviation based on a sample repetitions of less than 5 is wrong • the standard error of the
mean to derive confidence limits, may also be calculated (The standard error is not expected,
but it would be an acceptable alternative to the standard deviation).
Where fewer than five repeat on an independent variable are made then all point could be
plotted or a range shown. Two repeats does not allow anomalies to be identified, three is a
minimum of repeats on any independent variable point. As an example consider an
investigation of the effect of temperature on the rate of an enzyme reaction. We would expect
5 different temperatures to be investigated as the independent variables.
Each temperature should have a minimum of three repeats to allow anomalies to be identified.
“I will repeat the measurements........times at any given point in the range to make sure of
the reliability of the data”
Assessment statement
Sufficient data has been gathered, and relevant material has been carefully selected. The
investigation has been well planned.
Method is detailed and the techniques fully explained. Limitations and uncertainties identified
and effects quantified
F: application of analytical and evaluative skills appropriate to the subject
Results – Raw Data
Table titles should include reference to the independent, dependent variable and AT LEAST 1
CONTROL VARIABLE and be understood at a glance with CLEAR HEADINGS. Most experiments
would have repeated results and averages and significant processing of data to find patterns
and trends.
Draw a SINGLE RESULTS TABLE of all data- including your raw data and processed data and
any observations (qualitative data).
The table must be fully ruled:
It is normal practice to put in the independent variable in the first column and the measured
dependent variable in the second.
Units and uncertainties are in the column or row headings.
Always record data to the same number of decimal places.
Numerical data should be centre justified
Include any observations on sources of error or uncontrollable factors (qualitative data)
It is important to include non-quantitative observations about your experiment if relevant.
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Processing
Remember that processing of your data is to help you find out patterns, trends and
correlations in your results, in order to help you support or disprove your EE research
question. This should be related back to the relevance of WHY YOU DECIDED TO CARRY OUT
THIS PARTICULAR EE.
Your processed data should be summarised in your results table, even though the calculations
and working-out maybe elsewhere
You may choose to add additional columns to the raw data table
You must explain and justify why you carry out any calculations
Provide a formula for all calculations
The pathway of a calculation must be shown with an example.
If you use the spreadsheet show a screen shot of your calculation
You need to provided at least one worked example
Make sure that processed data has the correct units
Averages should be chosen with care and given the correct name i.e. mean, median or mode.
Ranges or standard deviations can be used to compare averages. The standard deviation can
be used to assess the reliability of a measurement.
Suitable statistical tests can be carried out such as averages, SD’s, T-Tests or charts and
graphs that may support your arguments with your data.
Where these statistics are calculated from a preset menu on a calculator or computer, a
worked example will not be expected, but the data should be presented in such a way that the
steps in the processing can be clearly followed
Lines or curves of best fit can be fitted to raw data graphs, gradients can be calculated. These
graphs must be drawn by hand unless the student can produce a high quality computer
generated graph
If a reading is particularly different from the others, it may be left out of the processing and
analysis. However, students must always justify why they have chosen to do this.
Presentation of processed data
A graph should be drawn by hand unless you can produce a high quality computer generated
version. Again the Add-in for Excel is recommended.
Present your processed data clearly using a graph or charts. Credit will not be given here for
graphs of raw data.
The choice of graph is important as is the choice of fitting lines as curves or straight lines
through the data.
Graph choice:
If your hypothesis is about a relationship between two variables use a scatter graph
If your hypothesis is about a difference between two variables use a Mean +/- SD/range
Do not use basic bar graphs.
A graph should contain:
A title: a Graph to show….(include reference to the indep and dep variables)
Maximum use of the graph paper
Independent variable on the x –axis + Label + Units + Uncertainties
Dependent variable on the y-axis + Label + Units + Uncertainties
Plot points with a ‘cross x’
Scatter graphs (see the example below)
Notice that we have plotted the mean with a range (which could be SD if you have more than
5 repeats) or just a range. If you only have 3 repeats for a given independent value then plot
them all to identify anomalies (which can then be ignored).
Comparative Mean +/- range graphs
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Comparing two or more categories plot the calculated mean+/- range (which could be
standard deviation if you have enough data).
Lines and Curves on scatter graphs:
DO NOT join dot to dot.
Look at the plotted points and try to imagine either a straight line or a curve, draw the one
that best fits the plotted points. Preferably passing through the mean and /or range
If there is one point that looks different from the rest of the pattern you may choose to treat
this as an anomaly and miss it off your line or curve
Mean +/- Range graphs:
Plot the mean (notice this is shown as an X with a bar over the top.
Add the range (max/ min values)
Alternatively you can add +/- one standard deviation (68% data around the mean)
Sometimes rather than a bar chart it may be appropriate to represent data by plotting the
mean of a sample plus a range (see below).
Assessment statement:
Sophisticated application of appropriate analytical and evaluative skills. Errors and
uncertainties
factored into analysis The essay shows effective and sophisticated application of appropriate
analytical and evaluative skills.
H: conclusion
1 If you have drawn a graph of processed data:
Look at the graph and state the pattern in the graph.
You MUST refer to the pattern in your own data to justify your answer
Your conclusion should include a reference to the independent variable and the dependent
variable.
Your conclusion is the general pattern in the graph (don’t worry about anomalies at this point)
Explain the conclusion you have drawn with a scientific interpretation (theory)
Compare the results to know theory and values form literature
Provide a reference or citation of the sources
Be careful not to add additional statements that contradict your initial conclusion
Systematically mention the anomalies in data and be precise and concise
Comment on the strength of the conclusion
Say if the hypothesis is supported (Not proved right!!) or rejected by the initial conclusion.
2. The conclusion may not fully answered your research question. You should point out
unresolved issues and make suggestions as to how these might be further investigated.
3. Try not to overstate your conclusion
4. Where possible the conclusions should be verified by reference to the literature.
5. The final conclusion should be directly related to the research question and point out the
main findings of your research.
Evaluation and Improvements
A table of errors, effects and improvements is often a good way to systematically address this
section
Clearly state all the forms of error in measurements
Clearly state all forms of error and problems with experimental design
Start with the biggest sources of error.
Do not include hypothetical (may have…) your sources of error have to be specific (see
qualitative observations)
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Factors affecting your experiment/Effect on data and Improvements
Give a named specific example e.g.
Try to quantify or give reference to anomalies within data.
Did it make the values too high or low, by how much?
At least 4 Realistic improvements are needed here that are related to the errors or limitations
and realistic in nature, ie can be carried out fairly easily. These improvements should be of a
higher level of thinking than simple ‘I didn’t take enough results’ or ‘ my measurements of
volume were not very accurate’, but should focus on the experimental method and validity eg.
‘since the Hydrogen Peroxide was left out during the experiment, it was constantly breaking
down into its substrates of oxygen and water and this could have affected the final results.
Therefore the peroxide should be refrigerated in between each experiment, to reduce the
kinetic energy of the molecules and breakdown’.
• Distinguish between limitations and error. Validity, reliability and accuracy of the data should
be considered.
An effective conclusion is clearly stated:
It is relevant to the research question and consistent with the evidence presented in the
essay. It should include unresolved questions where appropriate to the subject concerned.
Examiners Report 2010 - Physics
The intent of this section of the report is to underline areas requiring improvement.
A: research question
The large majority of candidates offered a suitable, well defined and clearly stated RQ. Some
lost marks by not including it in the Introduction, possibly thinking it was sufficient for the RQ
to be on the title page. Some RQ were too vague and/or not well- focused. The RQ should not
just be a reiteration of the essay title but be carefully “unpacked” and qualified. The RQ should
not be included with the title.
B: introduction
A good number of solid introductions were produced. However, there were several recurring
weaknesses. Too often there was too much emphasis on the student’s personal
experience/interest at the expense of presenting the physics principles relevant to the RQ.
Some students gave a rehash of book-based physics without personalizing it to the RQ at
hand. The detailed development of the relevant theory belongs to a separate chapter of the
essay. The content required for the introduction and the abstract are different.
C: investigation
A significant number of students demonstrated good or satisfactory planning. Weaknesses
included limited data gathered, elementary physics or simplistic theory based on incorrect
physics (which weakened the reasoned argument). Greater efforts shown in gathering a
significant number of data but improvement along those lines is recommended. Some theory
relied too much on mathematics, the physics being left behind. Basic/well-known equations
should not be derived nor the definitions of basic terms given. Only the immediately relevant
and well-focused physics, vital to the RQ, should be in the essay. Too often the planning
lacked any substantive detail as to the uncertainties and limitations inherent in techniques and
apparatus. At times, students jumped into their research without giving much thought to their
specific aim. Best students were adaptive, picking up on the unexpected and refining their set37
up and technique. Others tolerated clear and serious flaws in their procedure relying on the
evaluation as an (invalid) excuse. Some students consulted a very narrow range of resources,
usually internet-based and others submitted an unrealistically long list of references. Results
are not always compared to literature values. Some students doing a data-based essay failed
to show an understanding of the procedure and equipment used to get these data. These
basic data should be contrasted and analysed. Other students used specialised equipment in
university or industrial laboratory as “black boxes” without really knowing their working.
D: knowledge and understanding of the topic studied
The challenge is to put the investigation into a proper academic context. The level reached
varied widely. Padding in terms of elementary physics was too often present, which gave little
indication of any depth of understanding. For example, if an essay involves something to do
with waves then nothing is gained by giving textbook definitions of wavelength, frequency and
speed and then deriving the relationship between them. Many candidates also took the
opportunity to give a completely artificial or unnecessary hypothesis and this, too often, got in
the way of their reasoned argument, the essay becoming centered on the hypothesis rather
than on the RQ. Experiment-based essay were rarely without a theoretical basis, a significant
improvement on past situations. Candidates who chose topics within the contents of the IB
Physics diploma program generally showed a good to satisfactory understanding of the topic
area. Those candidates who explored unchartered areas requiring the development of models
out of the syllabus per se found it difficult to gain full credit for this criterion; however, there
were a good number of successful attempts. Those candidates who used the results from
university research departments found it difficult to express their understanding without
relying heavily on quotation and thus be convincing in manifesting their understanding. Able
students demonstrated their knowledge with the help of personalised diagrams.
Simple rehash of borrowed diagrams were a characteristic of poor essays. Often, diagrams
and sketches are essential to illustrate physical processes, for example free body diagrams.
Multi disciplinary topics can generate challenging theoretical development and, for this reason,
should be avoided.
E: reasoned argument
A number of students did not do well for different reasons, for example, arguments, at times,
were hard to disentangle, limited presentation of ideas or lack of continuity in the reasoning,
information merely collated without providing a coherent argument (in survey-based essays)
or lost sight of stated goal (experiment-based essays) or simply lack of reasons why things
are done or describing graphs without assessing the reasons for them. In resolving the RQ,
the student must try not to leave gaps in the development of the argument. In some cases,
the argument digressed into areas not relevant to the RQ. When analysing graphs , students
must construct their reasoning/establish a correlation step by step and not simply invite the
reader to do so by writing “ It can be seen from the graph that …” or “The graph shows a
positive trend.” Top mark requires close reasoning as well as good communication.
F: application of analytical and evaluative skills appropriate to the subject
Correlations and uncertainties were the Achilles’ heel of this key criterion. A significant
number of students do not understand “inverse proportion”, “direct proportion”. More
complicated correlations were rarely fully understood.
Too often the students have suggested a simplistic theory to predict a result and then tried to
fit the results to their prediction and/or hypothesis when clearly the results did not fit the
theoreticaprediction even thought a clear (and unexpected) “curve” trend was evident.
Students would still conclude a linear relation or produce an Excel generated empirical
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relation. Error bars were often ignored when using Excel to draw line of best fit. In this
respect, many candidates placed too much dependence on Excel to produce equations instead
of, say, doing a log-log plot to find a simple power relation. For example, a candidate would
be quite happy with an Excel analysis that gave a relation such as y = 12.66 log x
+84.3922 or y = 4.3098 x3 + 2.1 x2 + 9.6667x
The software should be used to support or invalidate a theoretical model not to become an
end by itself. Some candidates showed an excellent understanding of uncertainties and error
propagation whereas others fell victim to their calculators and to Excel. In general, a greater
awareness of uncertainties (incorporated into data tables, graphs and final values) as well as
greater sensitivity towards significant figures was shown. However, on the whole,
uncertainties tended to be underestimated. A number of students felt, wrongly, that the
uncertainty in a measurement is basically half of the smallest digit or division an instrument
can give, ignoring the effect of this methodology. The uncertainty in the mean value still
represented a serious challenge. Many graphs were too small to show error bars so students
assumed they were negligible. In a number of cases, the fit should be constrained to pass
through the origin (0, 0) for physical reasons. There was a tendency to make an exhaustive
list of limitations of techniques and procedures without identifying the essential one as well as
their impact on the results. Reliability of secondary data was often not mentioned.
The analytical and evaluative skills of many candidates were demonstrated through their
collection of measurements, analysis of data and treatment of uncertainties. Many propagated
errors correctly.
Often, many opportunities to display student analysis, critical thinking, and reflection are not
seized by relating a statement or value to a simple calculation or comparison (e.g., “what if
…”, or, “given …, under the limiting conditions of … an upper-bound estimate would be …”, a
comparable situation (e.g., “this can be related to … where we find that …”), an alternative
perspective (e.g., force dynamics versus energy exchange analyses), an analogy or model
(e.g., wave or particle theories of light).
Such interjections would highlight the student’s
thinking, and that is what the exercise is about.
G: use of language appropriate to the subject
Most students made a serious effort to use proper terminology, identifying unusual terms,
defining clearly symbols and giving units. Unfortunately, some students used non SI units.
Some lack of precision describing the shapes of curves as linear, exponential, proportional to,
etc. Expressions as “direct”, “positive”, “direct positive” and “negative” were vague and
undefined. Diagrams, a powerful and helpful tool to use in descriptions and explanations, were
much too often neglected. Often, they are needed to illustrate physical processes. Some
graphs were overcrowded and multicoloured making them difficult to read and interpret.
Unnecessary diagrams taken from the internet or other sources were inserted without full
explanation of each and all information it carried. It is often much preferable to draw one’s
own diagrams, a skill in danger of disappearance. Diagrams, photographs (often useless),
data tables and graphs were not always clearly and completely annotated with titles, units and
symbol identification thus weakening communication. A lack of proper style in writing values
and their corresponding magnitudes with their units and uncertainties was common. For
example, the unit of speed is m s-1 not ms-1, ms being millisecond. It would be good policy to
follow the conventions adopted by IBO or to refer to the International Organization for
Standardization (ISO)1. Often equations, tables and graphs were not numbered and referred
to by number in the text. Such careful presentation is in line with scientific language and
enhances its clarity and precision.
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H: conclusion
A conclusion should synthesize the established facts in light of the RQ. Most students achieved
a good or satisfactory level. Many conclusions were weak, limited or incomplete, students
repeating preceding arguments and explanations. Unresolved questions and limitations of the
experimental procedure were generally well recognized; at times, suggestions were
nonsensical or new issues never discussed through the essay were included. A clear and firm
stand must be taken and kept if, in reality, no conclusion in line with the RQ can be reached.
Conclusions tended to be sensible and humble.
I: formal presentation
Most performance varied between satisfactory (2) and excellent (4). Students made serious
efforts toward improving their presentation thus achieving good results. Alas, a number of
students unnecessarily lost marks. Often the bibliography is not completed properly: only (and
all) references cited in the core of the essay should appear in the bibliography. Citations in the
core should carry details, possibly as footnotes. There is a clear tendency to seriously abuse
the appendix which is not an integral part of the essay. The essay should be entirely complete
and totally understandable without the help of an appendix. Very often the layout followed is
the same layout used for laboratory reports as part of Internal Assessment. The layout of the
Essay should be different and correspond to the layout and style of scientific papers. List of
equipment should be replaced by clearly and completely annotated diagrams which, often, are
much superior to unclear/un-annotated photographs. A large majority of Table of Contents
were generic rather than specific. Many titles could have been more pointed. When 2 or 3
different manipulations are involved, the first experiment should be completed, including
analysis and conclusion, before going to the next. Great improvements have been observed
along those lines.
When using a numbered footnote identifying a source, the student should make sure that the
number (superscript) is not confused as an exponent in an equation.
J: abstract
Elements, at times missing, were the conclusion or how the investigation was undertaken.
Often, they were unclear or incomplete (insufficient details). Some abstracts went over the
word limit. The very large majority of students should be able to get full mark under this
criterion.
K: holistic judgment
No doubt, determination and enthusiasm were present but creativity tended to be replaced by
search on the internet. Several creative, ingenious and interesting topics were presented.
Fewer students spent too much time building apparatus or accumulating data thus lacking
time to do a proper analysis.
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