IB CHEM IA Checklist

IB Chemistry IA criteria 2024
Research design (6)

Research question and context
research question is unique to the student
independent variable is present
dependent variable or derived dependent variable is present
variables are quantifiable
background context or theory is relevant and focused
context of the independent and dependent variables is relevant and focused
choice of data sources, in the case of databases, is explained and their reliability is
commented on.
Methodological considerations
that the method can generate data that may answer the research question
the type of data collected
the protocol for collecting relevant data
that a preliminary or trial investigation is described and assessed
the description of measuring the dependent variable
the range and intervals of the independent variable
the sampling rate
the method of controlling or monitoring each variable
the discussion of other factors that would need to be controlled
the techniques used to ensure adequate control (fair testing)
the use of control experiments
the quantity of data collected, including sufficient repetitions given the nature of the
system
investigated that provision is made for qualitative observations.
Page 1 of 6
Risk assessment
The teacher should check for:
• safe handling of chemicals or equipment
• application of IB sciences experimentation guidelines
• judicious consumption of materials
• appropriate disposal of waste
• consideration of impact and safety on field sites
• consideration of safety and environmental concerns.
Describing the data collection method

logical sequence
the presence of essential information
unnecessary repetition
the sketches, diagrams, charts and photographs used to illustrate the investigation
the use of screenshots to explain how the data were captured (in the case of investigations
using
databases and simulations)
correct use of scientific terms (spelling is not penalized if there is no ambiguity)
the selection of measuring instruments and their sizes
chemicals and concentrations used when pertinent for the correct preparation of solutions and
dilutions
brand names of items used as variables.
Students need to present information in enough detail for the reader to understand readily how the
methodology was implemented, such that they could, in principle, repeat the investigation.
Illustrations and lists

Students should consider illustrating their investigation using annotated sketches, diagrams, charts
and
photographs of the experimental set-up. These can help to describe the investigation, with minimal
impact
on the word count.
Illustrations should only be included when they add value. For example, a diagram of a burette and the
conical flask for a titration is superfluous.
A list of materials is useful but not obligatory. Details of the materials can be included in the method if
appropriate.
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Data analysis (6)

Communication of the recording and processing
of data
collection of sufficient and relevant data to address the research question
appropriate qualitative observations (images/drawings correctly labelled)
concise presentation (of text, tables, calculations, graphs, other illustrations)
use of correct scientific units and their symbols
appropriate formatting of data: units are correct and uncertainties are identified; a consistent
number
of decimal places or significant figures
clear and precise processed data that addresses the research question
a sample calculation or the use of screenshots where appropriate
relevance of graphs (e.g. with best-fit lines or curves).
Considering uncertainties
degrees of precision in the instruments used
consideration of errors and uncertainties
consistency in the reported uncertainties
variation in the results, as shown by propagation of uncertainty, uncertainty bars, trend lines,
R2 values
ranges (maximum value minus minimum value)
an appropriate response to outlier data.
Note: The processing of data to obtain an uncertainty value is assessed in the third strand
(relevant processing of data) of the “Data analysis” criterion. Consideration of the impact of
uncertainties is assessed in the “Conclusion” criterion because (in part) this criterion assesses
the relevance of the conclusion to the analysis
Uncertainties in measurements
Measurement uncertainties can be obtained from an instrumentʼs graduations, manufacturer
specifications (for electronic devices) or the read-out for least count. The realistic use of an
instrument also needs to be considered. For example, a handheld stopwatch used to measure the time
of an event will not have a precision of 0.001 seconds, even if the stopwatch can provide such a read-
out—human reaction times are not this fast. Students should justify the size of uncertainty based on
the nature of the experiment. Repeating a measurement for the same event often reveals an
uncertainty larger than the precision of the instrument.
Page 3 of 6
Outliers
Data identified as possible or probable outliers should not be systematically omitted from calculations.
Outliers are actual measured results and therefore need to be considered. Removing them so that the
results “fit better” with expectations or with a general model is not good practice. This is manipulation
of data and it is unscientific. Instead, students could consider presenting the outcome
Processing of data
processing that is efficiently presented and at the DP level for the topic
appropriate processing tools
realistic trend lines in presented data
appropriate graphing techniques including adequate scale, title and labelled axes
correct calculations and graphing.
Processing is the transformation of raw data to arrive at a conclusion
Page 4 of 6
Conclusion (6)
Relevance of the conclusion
a valid explanation of trends in the results or correlations of the results
a conclusion that addresses the research question in the proposed context
evidence that sense has been made of the data and/or results, leading to a conclusion that is
realistic
references to a hypothesis (if one has been stated)
a discussion of the impact of uncertainties
a discussion of the reliability of the data (which may indicate an appreciation of the strengths
of the data)
whether the data supports any hypothesis that has been proposed.
The student must discuss whether the data address the research question
Considering uncertainties in the conclusion

Measures of variation, such as the range or the standard deviation, can indicate the reliability of the
results. All measurements in chemistry have a degree of uncertainty. Uncertainties need to be
addressed in the conclusion. A conclusion statement needs to express not only the resulting value but
also an experimentally acceptable range of values.
If the student has a reference value, having the percentage difference and considering the propagated
error(s) will allow discrimination between systematic and random errors. These should be specifically
identified, and the direction of the former should be stated.
The conclusion and the scientific context

a relevant scientific context, with references from the literature that help explain the
investigationʼs outcomes
reliable scientific sources, referenced with sufficient detail to be traced (e.g. retrieval dates for
online sources)
comparison with general models and a proposed explanation in the context of chemistry.
There may be no accepted value for comparison (e.g. the yield of a chemical reaction). In this case, the
student must determine if the result is reasonable.
Page 5 of 6
Evaluation (6)
Methodological weaknesses and limitations
methodological and procedural weaknesses and limitations
evaluation of the relative impact of weaknesses and limitations
evidence supporting the identified weaknesses and limitations
a clear understanding of the topic in the suggested context and of the methodology used.
There is no expectation that a student will address all aspects relating to methodological weakness
and limitations. Nevertheless, when evaluating the results of an investigation, students should explain
the relative impact of those that are significant. They can do this in a qualitative way, identifying minor
and major weaknesses by explaining how the issue would affect the results.
Discussion of methodological weaknesses needs to consider both the issues in the methodology and
their effect on the quality of the data. Weaknesses do not include errors due to careless manipulation
skills or hypothetical events for which there is no evidence.
Discussion of limitations acknowledges that experiments
Suggesting improvements to the investigation

realistic and relevant improvements
a clear understanding of the topic in the suggested context and the methodology used.
Suggested improvements should be realistic and relevant to the investigation.
References APA bibliography.
Page 6 of 6

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IB Chemistry IA criteria 2024

Research design (6)

Describing the data collection method

Illustrations and lists

Data analysis (6)

Considering uncertainties in the conclusion

The conclusion and the scientiﬁc context

Suggesting improvements to the investigation

References APA bibliography.

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