EPQ Development: Investigation projects
Teacher Notes
DN1
Investigation/Field Study project
case studies
The case studies in this section exemplify two types of Investigation/Field Study project
that students might undertake themselves. The aim is that students discuss some of the
issues arising from the case studies and hence are helped to identify and address similar
issues that relate to their own work.
These notes for teachers suggest how the projects might be developed with students
working for an EPQ. The references listed for each case study are intended to be of use to
teachers and students carrying out projects similar to that described. In addition, it’s worth
noting that an increasing number of scholarly journals are becoming available through
open access. The following are useful sources worth drawing to the attention of students:
http://www.opendoar.org/
http://scholar.google.co.uk/
http://www.doaj.org/
http://www.wileyopenaccess.com/view/index.html
http://www.oxfordjournals.org/oxfordopen/
http://www.biomedcentral.com/journals/
DN1.1
Anaerobic digester
Project question
Is it viable for UK households to install small-scale anaerobic digesters to collect and burn
methane produced by food and garden waste, and if so at what scale?
Resources and references
Information on viability of small-scale digesters:
http://www.biorock-uk.com/biodigester.html
Friends of the Earth briefing on anaerobic digestion, September 2007:
http://www.foe.co.uk/resource/briefings/anaerobic_digestion.pdf
http://www.biogas-info.co.uk/index.php/ad-case-studies.html
EPQ Development: Investigation/Field Study
projects
Teacher Notes
Centre for Alternative Technology (CAT) information service:
http://info.cat.org.uk/questions/biomass/what-about-anaerobic-digestion-biomass-makebiogas
Commentary
The project described here centres on a laboratory investigation and illustrates several
desirable features of Investigation projects:

a clear project question that can be addressed using data collected in laboratory
work;

preparatory research using published literature;

consideration of health and safety issues;

pilot experiments;

proposal and testing of hypotheses;

use of statistical techniques for data analysis.
The project also involves questionnaire research, which is not necessarily expected in a
laboratory project but can be an appropriate way of gathering additional information
relevant to the project question.
Activity DN1.1
Source materials
This activity draws attention to the issue of bias, which students need to be aware of when
consulting the literature. In this case, biodigester manufacturers might be keen to
emphasise the benefits of their products without stressing any drawbacks. Environmental
pressure groups might be in favour of biodigesters on the grounds that they treat waste as
‘food’ for energy generation, or against them on the grounds that they can be unsightly or
smelly or at an ‘inappropriate’ scale. Students should appreciate that it is not wrong to use
and refer to biased sources, provided the likelihood of bias is noted (e.g. in a footnote).
Activity DN1.2
Hazardous waste?
Health and safety need to be considered in any laboratory project. In this particular
example there are clear issues relating to decaying vegetable matter (which must be
stored and handled hygienically so as to avoid exposure to harmful bacteria) and to the
collection of flammable biogas.
Activity DN1.3
Extended project
The account of the Anaerobic digester project illustrates several ways in which a
laboratory project might be made suitable for an EPQ, and it is worth drawing students’
attention to these.
Deepening understanding
Research into anaerobic digestion.
Broadening skills
Design and use of apparatus for an unfamiliar purpose.
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EPQ Development: Investigation/Field Study
projects
Teacher Notes
Questionnaire research to complement laboratory work.
Research into, and use of, statistical tests.
Widening perspectives
Research into, and discussion of, Cradle to Cradle design in relation to anaerobic
digesters.
Note: it is not necessary that all projects should be ‘extended’ in all three of these
dimensions.
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EPQ Development: Investigation/Field Study
projects
Teacher Notes
DN1.2
iPad
Project question
Would reclaiming and reusing the rare earth elements from iPads be economically viable?
Resources and references
Let's take better care of our rare earth elements, Mike Pitts, New Scientist, 15 February
2011
http://www.newscientist.com/article/mg20927995.700-lets-take-better-care-of-our-rareearth-elements.html
iPad recycling 'is multibillion-pound opportunity for UK firms Fiona Harvey, Guardian, 16
March 2012
http://www.guardian.co.uk/environment/2012/mar/16/ipad-recycling-opportunity-uk-firms
Commentary
This project is a Field Study involving the collection of primary data (the questionnaire and
market research) which is analysed and used alongside secondary data (e.g. prices of rare
earth elements) to address the research question.
Another angle could be to start from the fact that iPads are currently not designed for
disassembly and recovery, and to ask whether such a redesign would be economically
viable. (This can be related to the idea of loops for material cycling, as discussed in the
‘hub’; see DH1.3, especially Figure 7.) Market research could be carried out to see how
much people would pay for an iPad which was so designed, and that primary data could
be used along with economic analysis relating to rare earths in order to answer the
research question.
The approach outlined here could be applied to any complex manufactured article.
Activity DN1.4
Difficult recovery
In this activity, students are asked to suggest which information Steve found it particularly
difficult to find, and why. There are many possible responses.
It’s hard to identify materials by taking apart and weighing. In general, materials are not
used ‘native’ but are likely to be in compounds, hence it is hard to isolate and identify
them. Even if elements are ‘native’ they are hard to identify – you can’t just do it by looking
at them. Identification would need, for example, the accurate determination of density of a
very small sample, or maybe some chemical analysis)
Technical literature about materials/composition of iPads is likely to be commercially
sensitive and not freely available.
The recovery process is not simply a case of dismantling and disassembling components.
Recovery would need chemical processing, and details would be both complex and
commercially sensitive.
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EPQ Development: Investigation/Field Study
projects
Teacher Notes
A fully costed business plan would need to include the cost of reagents, energy,
transportation, etc, as well as the value of the recovered materials – again, such
information is hard to find.
Activity DN1.5
Extended project
The account of the iPad project illustrates several ways in which such a data-collection
project might be made suitable for an EPQ, and it is worth drawing students’ attention to
these.
Deepening understanding
Research into rare earth chemistry.
Broadening skills
Not explicitly included in the description of the project, but it is likely that any datacollection project will provide opportunities to develop skills relating to data analysis.
Widening perspectives
Research into WEEE regulations.
Research into, and discussion of, circular economy principles.
Note: it is not necessary that all projects should be ‘extended’ in all three of these
dimensions.
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EPQ Development: Investigation/Field Study
projects
Teacher Notes
DN2
Investigation/Field Study project starters
The Project Starters in this section provide stimulus materials that might give students
some ideas for starting their own projects. The aim in each case is that students engage in
one or more activities that might lead into project work and discuss some initial questions
relating to the stimulus. Each section concludes with an activity that invites students to
consider how the stimulus material might be developed into an EPQ, and asks them to
develop a focused project question. The links to open-access journals, listed at the start of
DN1, are also relevant.
A key feature of an Investigation/Field Study project is that it should include the collection
and analysis of some primary data, using appropriate statistical techniques. Projects that
involve proposing and testing a hypothesis can be particularly successful. The project
report should include a clear statement of a conclusion, saying whether the data do, or do
not, support the hypothesis, and commenting on any uncertainties and the confidence that
can be placed in the conclusion.
DN2.1
Energy
Stimulus
Investigate the viability of solar panels
Resources and references
Suppliers of small offcuts of photovoltaic panels:
http://www.maplin.co.uk/
http://www.jprelec.co.uk/
Sustainable energy – without the hot air David J C MacKay, FRS (UIT Cambridge (2008):
http://www.withouthotair.com/
The Rocky Mountain Institute infographic:
http://www.rmi.org/ReinventingFireInfographic
The Rocky Mountain Institute and Amory Lovins’ TED lecture:
http://www.rmi.org/AmoryLovins_A_Forty_Year_Plan_for_energy.
Renewable energy in Germany:
http://www.guardian.co.uk/environment/2012/may/30/germany-renewable-energyrevolution
Commentary
The student materials suggest several laboratory investigations that might be carried out
into solar panels (either thermal or photovoltaic). There is plenty of scope for data
collection and analysis, ideally involving some statistical analysis and hypothesis testing.
There is also scope for some literature-based research, which might for example involve
secondary data (e.g. about the cost of installing and maintaining solar panels), or
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EPQ Development: Investigation/Field Study
projects
Teacher Notes
researching the materials used to make the panels – what they are, where they are found,
how they are extracted and processed, and so on.
Activity DN2.1
Energy project
Another possible project could be to explore other renewable energy systems, such as
wind or hydro power, again using a combination of laboratory work and secondary
research.
DN2.2
Recycling and its alternatives
Stimulus
Investigate people’s attitudes to recycling and the extent to which recycling is successful
Resources and references
Facts and figures on recycling:
http://www.recycling-guide.org.uk/facts.html
http://www.uk-energy-saving.com/recycling_facts.html
Limitations of recycling:
http://www.ellenmacarthurfoundation.org/circular-economy/circular-economy/part-iv-just-arevamped-use-less-and-recycle-approach
Commentary
This is a social science Field Study project that involves the collection of data using
questionnaires. There is also scope for the collection of secondary data (e.g. researching
statistics relating to the recycling of particular materials).
One challenge in such a project is to go beyond the mere accumulation and display of
data. Students would be well advised to start with a hypothesis, to focus their data
collection and analysis so as to test the hypothesis, and to use appropriate statistical
techniques.
It is worth noting that, in circular economy thinking, recycling is regarded as a last resort.
See the ‘hub’ materials DH1.3, especially Figure 7. This project starter focuses on
recycling as it is a familiar concept that is already part of most people’s daily lives.
Activity DN2.2
A question of recycling
As well as listing some questions that could provide a way into a project on recycling, the
student materials ask students to suggest one or more hypotheses that they could
test.Possibilities include:

The younger people are, the more likely they are to recycle their household waste

The extra cost of kerbside recycling, compared to siting bins in public places, can be
recovered by selling the materials collected

Collecting and recycling plastic is not economically viable
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EPQ Development: Investigation/Field Study
projects
Teacher Notes
The student materials suggest several ways in which a project on recycling might be
developed.
DN2.3
Biomimicry
Stimulus
Physical testing of biomimetic materials and objects
Resources and references
The Biomimicry Institute:
http://biomimicry.net/
http://www.biomimicryinstitute.org/case_studies.php
Sharkskin swimsuits:
http://www.swimming-faster.com/
http://news.harvard.edu/gazette/story/2012/02/a-swimsuit-like-shark-skin-not-so-fast/
Sharkskin swimsuits are advertisedat relatively low cost on eBay.
Commentary
The Biomimicry Institute’s website provides many examples of biomimetic objects and
materials. A laboratory Investigation project could involve measuring the properties of an
object or material and, in some cases, comparing its performance either with its natural
equivalent or with non-biomimetic materials/objects manufactured for the same purpose.
This could involve testing the hypothesis that the biomimetic material/object has the same
physical properties as the comparison object/material. Such a project would involve the
design of an experimental set-up as well as carrying out tests and making measurements.
Activity DN2.3
Biomimicry
On its own, a material testing project would probably not be sufficient to make a good EP.
The student materials suggest several ways in which such a project could be extended, for
example through literature search, or through the exploration of wider questions relating to
the way an object or material is used.
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