The text should be replaced by the title of the investigation

Two valuable texts and one Software add-in

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2.
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Neil Millers Biology Statistics made simple in Excel

Error Bars in experimental Biology. This is brilliant article and a great source for those looking for an edge in their work.
Merlin Excel Add-in this is an add-in for Excel which is again by Neil Miller and provides great graphs for IB Biology students.

All the text which is in red should be deleted and replaced by your own text. You should systematically address each item provided below and
then edit this so that the document is well presented and logical.
The teacher will have provided you with the topic of the investigation. Such as investigate a factor that affects the progress of a named
enzyme. Notice that the independent variable is not provided and you must choose this as part of your investigation.
Design aspect 1: Research Question
1. Decide on a question you wish to ask about the topic of the investigation, this is your research questions.
e.g How do copper ions inhibit the action of Invertase enzyme
2. Provide some background information about the research question which places the investigation into a context. This is not a summary of
all the research on this topic but rather a brief outline.
3. Make sure you choose a topic which is based in Biology and if possible give a reference to the part of the syllabus I which this work is
covered.
4. Make sure you name all/ any species involved giving the full binomial name when this is where this is possible. Any molecules , reagents etc
must also be named
5. Tense is no longer important and the first person is acceptable (I measured..)
6. Almost all research questions are based either on finding a correlation (relationship) or a difference
In this section we are looking also at the quality of communication. Concise and precise communication is expected from top candidates.
Hypothesis
The mark scheme does not require a hypothesis. However you should be working towards carrying out some kind of statistical analysis of the
data and this will require a Null Hypothesis.
Your teacher will work through the different types of hypothesis with you in a training exercise
Delete this text

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 to the effect of the independent variable on the dependant variable

This should be followed by a predictive graph with appropriate axis labels.

Independent Variables
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This is the variable plotted on the x-axis

A clearly and precisely stated independent variable which must be the one actually used during the investigation.
Units should be stated at metric or SI. Imperial are not acceptable. Derived subunits within the metric system are acceptable.
Associated uncertainties or error.
Where ever possible the independent variable needs to be quantitative
Increments should cover the biologically active range of the organism / molecule / system / Ecosystem

Dependent Variables
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This variable is found on the Y axis

Dependent variable that will actually be measured rather than one which results from a partial processing.
Intended manipulations of the dependent variable should be outlined (examples not required at this stage)
Units of the instrumentation used to measure the dependent variable.
Associated uncertainties or error.
The detailed method for measurement allowing replication is not required at this point (but it is required in D2).

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Control Variables
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This can be presented as a table (column 1) and combined with D2 (next section)
Factors to be controlled are listed
This is best presented as a table but the student will still require a step by step method (which is more D2)
The more influential factors should occur at the top of the table
A good design would probably have at least 5 main variables

Control Experiment:
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2.

A controlled experiment if appropriate to add the control of the experiment.

This is typical in Biology experiment and involves repeating the method but not including the influence of the independent variable.
e.g In the investigation of temperature effect on the rate of reaction of a named enzyme. The substrate would be place in a test tube and
then placed into the waterbath. There would be no enzyme. This would show that it is the enzyme changing the substrate into product and
not the heat from the waterbath.

Design Aspect 2: Method

This section requires two major tasks:
1.
2.

Write a step by step method that addresses all the aspects detailed below
Write in a manner that is clear and precise allowing another person to repeat the investigation from the written method.

The method should address these issues:

Independent variable:
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2.
3.

Method to manipulate (set up) independent variable

Appropriate range or increments across the biologically active or sensitive field.
In the case of a comparative study the independent variable will be a discrete categories (just stating A and B does not work). These types
of investigation present their own difficulties as the independent variable may be a simple category e.g. Woodland vs Marshland.
In this case there needs to be considerable additional observations material for both categories including qualitative and quantitative
measurements. This is particularly the case in Ecological studies where we would expect a table of additional measurements that
characterise the particular habitat in question.

4.

To develop previous point if you are comparing a meadow with a forest, single measurement of light intensity, humidity, wind speed etc
would be insufficient.

Dependent Variable:
1.
2.
3.
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Method to measure the dependent variable refers to the actual measured values in the investigation and not any processed(no matter how
trivial) values. E.g. Burette measurements should be recorded.
Units these need to be quantitative, metric or SI. Frequency data (the number of) may also be used. Ecology field work particularly tends to
produce frequency data or some genetic practicals.
Range of the values over which it is anticipated that the data will be collected
There needs to be a citation for any protocols taken from the literature

Variables to control:
1.
2.

Methods to effectively limit/control the factors affecting the investigation (table) should be provided.
This could be stated as part of the table which lists the variable to control but you must also carry out the next step.
A detailed protocol (how to do it) should be set out logical methodical steps that control each variable

Control Experiment:
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2.
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4.

Leave this as a sub heading if you are using this method.

This is a common technique in biology experiment in which there are many variables. In effect you do not apply the independent treatment
An example is provided above.
It should be noted that it is one of the most common error to miss out this step.

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Diagrams and Images:
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It really helps with marking if you provide a diagram.

Diagrams of experiments (set up) / Photographs as appropriate
Quality diagrams in pencil, pen or digital form are acceptable.
Images taken from books or the Internet must carry a full citation

Equipment lists:
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Include the number of and the sizes of all glassware including the errors and uncertainties associated with the item
Chemical quantities are stated as concentrations and volumes (do not use the phrase the amount)
Biological solutions are usually given as a % which means % by mass.
Students can order stock solutions but are then responsible for the further dilutions.
Dilutions must be recorded in a table
Sketch maps of Ecological areas of study showing aspect and topography, scaled diagrams are not necessary but the image should be
understandable at a glance, annotated and/or key. Compass point should be encouraged.

Sources:
Note that full citations of sources must be provided in a bibliography. This means that if you use a technique which is in the textbooks
/internet you need to give the source. Even though as part of this process you must heavily modify the textbook method, still give a reference.
Data-logging Experiments:
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Students are encouraged to use data-logging to collect long sequences of data.

In the design section you must justify the use of the data-logging and the choice of probes.
You must also state the sampling interval and the sampling frequency.
It is not acceptable to just use the default settings on the data-loggers. i.e just plug in and record
You must provide evidence of the settings by taking screenshots of the adjustments you have made.
It is strongly suggested that you provide a photograph of the experimental set up in the design section (this can be added after the
experiment is implemented).
Errors and Uncertainties should in the first instance be taken from the manufacturers published values normally published along
with the users manual or instruction manual.

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Data Processing and Presentation (DCP1)
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Begin all data collection with qualitative observations. This will include descriptions and measurements in addition to the data
collected. In field work this would be diagrams, photographs and descriptions of the habitat. We would also expect to see a range of
measurements from the habitat such as temperature, light levels, Soil pH, river flow rates etc. In a laboratory experiment in addition
to diagrams and photographs we would expect notes detailing what you had seen, heard, smelled. Remember to record the control
variables such as the actual temperature of a waterbath. When you are carrying out a comparative study of different ecosystems (or
parts of) you should collect enough measurements that will allow you to precisely characterize the location.
You must present all of your raw data. These are the measurements/ counts made during the experiment. In some cases this would
include tally charts (ecology) or burette readings (biochemistry).
The data table should have a meaningful title. Normally this would include a reference to the independent and dependent variable
along with the item or location of study.
This must be a fully ruled, closed table.
Each column should have a very clear heading which immediately identifies the type of data recorded. Tyr to avoid abbreviations
that make the interpretation of the table difficult for another reader.
Adjust column headings to accommodate all the information rather than cut the information short.
State the units used in the measurement in the column headings using the appropriate symbols.
State the error associated with the measurement in the column heading. This will be stated immediately after the units as a plus and
minus the value e.g. +/- 0.1g
The data in your table must all have the same number of decimal places. You cant have 23, 23.2 this should be 23.0, 23.2
All data should be centre justified
When data logging is used, raw data is defined as any data produced by software and extracted by you student from tables or graphs to
be subsequently processed.
Students may present raw data collected using data logging as long as they are responsible for the majority of software settings. A
screen shot of the data logging setting should be provided as evidence.
The number of decimal places used in recorded data should not exceed that expressed by the sensitivity of the instrument used. In the
case of electronic probes used in data logging, students will be expected to record the sensitivity of the instrument.
Data will be downloaded onto a spreadsheet for presentation. If there is a great deal of data then a sample can be presented with the
rest placed in the appendix for reference. The numerical raw data may be presented as a table, or, where a large amount of data has
been generated, by graphical means.

DCP (2) Analysis of Data

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It may be necessary to calculate the DV by processing the raw data e.g. rate calculations
Explain the choice of calculation
Give the or pathway of the calculation
Give an example of at least one fully processed calculation
Descriptive statistics such as the averages may be calculated. Justify the correct choice of average such as mean (integral data),
median (ordinal data) or mode (nominal data).
Add units of averages ( can often be taken to one more decimal place) +/- error (uncertainty)
Add appropriate statistic that describes the range of the data e.g. max/min, standard deviation, standard error, confidence limits.
Justify choice.
Show the formula or pathway to the calculation of the range description
Correct inferential statistic chosen for further analysis (justify choice)
Show the pathway or formula for the calculation of the inferential statistic
Calculated descriptive and/or inferential stats collected together in a table of processed data
Correct units/ error for processed data/ decimal places
If anomalous data is to be left out of the analysis this must be justified
Decide if the data can be graphed
Justify the choice of graph
Organise qualitative data into useful format allowing for improved interpretation

Use of Spreadsheets /dataloggers

If you use a spreadsheet such as Excel or you use datalogging software you must show screenshots of the formula used in each of the
calculations.
e.g.
you would be expected to still justify the choice of Excel stats test along with the
other components of the calculation. In this example you would need to state
which data was array1, array2 and what value you are using for tails and type.
This must be done for all formula and presentation method used in Excel or
other software package.

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DCP (3) Presenting Processed Data
Tables
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This includes the presentation of processed data into a table not just the drawing of graphs
Clear reference in the table to the independent variable and dependent variable, organisms, molecules or other biological material.
Processed data table must have the same standards as the raw data table as described in DCP(1).
It may be that the processed data is placed in an extension of the original raw datatable.
Column headings with correct headings, units and errors are required.

Graphs
1.

Your graph will need a meaningful title which can be interpreted at a glance. This means that an intelligent reader can tell what the
graph is about without having to read the whole investigation. The title would include a reference to the independent variable,
dependent variable, locations, organisms, molecules etc.

e.g. The effect of increasing temperature on the rate of reaction of alpha amylase enzyme digesting its substrate amylase to maltose.

2.

Choice of graph style justified with reference to the type of data you are presenting. Try to avoid simple bar graphs or histograms
and move onto the whisker style graphs showing the mean and the range (of some form).
3. Make good use of the graph paper or scale (still the case in Excel do not just accept default graphs). Use e-notation if the scale is
-2
large or very small e.g. x 10 mm
4. Add axis labels with the correct Independent variable (x-axis) and dependent variable (y-axis)
5. Axis units including the use of e-notation +/- error
6. Accurately plot the points (probably mean values)
7. Add error bars such as max/min, +/- Standard deviation, +/- Standard error, +/- Confidence Limits as appropriate
8. Type of error bars are labeled on or very close to the graph (not just mentioned in the text)
9. Add a trend line/ curve as appropriate / scatter arrangement may not justify the line
10. Identify anomalies

Some notes about graphs:

Note about graphs.
In a line graph the independent variable is continuously manipulated and therefore a line should be drawn. This is a line of best fit taking in as
many points or as close to the points as possible. A good graph will have plotted error bars in which case the line of best fit should base between
the outer limits of the error bars to give the line of best fit.
If the independent variable is continuous but has not been manipulated then a scatter graph is the more likely plot followed by a line when a
relationship has been established by regression analysis
For comparative studies a histogram is used for a continuous independent variable. Bar charts can be used for discontinuous variable. In a
comparative study in which an average and a range have been calculated then it is possible to display the data as a whisker graph also known
as the Max/min
In broad terms the typical graph you will draw would be either the comparative one (graph 1) (I call this a whisker graph) or the line or curve
graph (graph 2).

Graph 1 needs to have the error

bars identified and notice in
graph 2 how the curve fits
between the limits of the error
bars.

For more graphs access the Merlin software cited at the beginning of the paper.

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Conclusion and Evaluation (1)
1.

Your conclusion must not overstate the reliability of your data. This means that small or slight trends cannot be used as conclusive
evidence of a difference or relationship in the data. Try to avoid grant claims for your data anlaysis.

The next section depends on how the analysis was carried out in your investigation. Read and decide which fits yours best. You should then
follow the sequence to write the conclusion based on one of the next three subsections. For students not carrying out the calculation of
statistical test or just relying on the graph you must be particularly careful in no jumping to unjustified hypothesis. If at all possible carry out
even a basic stats test.

Conclusions based on a statistical test

2.
3.

State the outcome of your statistical test or calculation of an index

This is based only on the stats without reference to the hypothesis or research question
e.g. Comparison of the two data sets by t-test finds that Pcalculated=0.07
Using the above statistic state if you are adopting or rejecting the hypothesis on the basis of the stats test.
e.g. Since Pcalculated=0.07 (7%) is greater than Pcritical = 0.05 (5%)
7
% chance of there being no real difference exceeds the critical 5 % change allowed.

4.

Then move to a more descriptive statement of this adoption or rejection of the hypothesis
e.g. There is no real difference between the two sets of data

5.

At this point refer to the experimental hypothesis or research question and the degree to which they agree of disagree with the
statistical analysis.
e.g. Null hypothesis is adopted and the directional hypothesis is rejected with P=0.07 . P critical=0.05 for 18 df

or Conclusions based on an alternative for of calculation e.g. Diversity Index

1.

Write a clear statement of the calculated value assigned to the appropriate group
e.g. Simpson Index is clearly linked to the sample on which it was calculated

2.

The trend or Pattern in the data should be stated

e.g. Region A is shown to be more diverse than region B (specific values need to be included)

3.

A reference is then made at this point to the experimental hypothesis ore research question and the degree to which the index agrees or
disagrees with the hypothesis.

Or Conclusions when there has been no statistical analysis or index calculation

1.
2.
3.
4.
5.
6.

The pattern of the graph should be described with clearly reference to both the IV and the DV. However since no statistical measure of
difference or correlation (also indices) have been used then you must be very careful not to overstate their case.
The degree to which the plotted data fit the established pattern (reliability), this will be very difficult without a statistical test.
Anomalies identified
If you have a comparative study then you need to refer to your whisker graph
Make sure that you do not over state your conclusion based on the overlap or non-overlap of the ranges of the two or more samples.
The pattern in the graph should then be compared to the hypothesis or RQ and a statement made about the extent to which they agree
or disagree

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You are not finished with CE (1) as all investigations should now continue with the following sections:
1.

2.

3.
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5.

There should be a discussion on the reliability of data with specific reference to the graph or data for support. If possible refer to the
SD as a measure of the reliability of the mean OR Error bars using SE can be used as a graphic signal of difference (see Error bars in
experimental biology).
Reference to the qualitative data that you have collected collected and how this impacts on the conclusion drawn from the analysis.
You might mention the background biological variation is relevant to the investigation and illustrates an awareness of the nature of
biological investigations. You really need to try to carry out this section as this is why you do not have to propagate error as in other
GP4 sciences.
You should now compare your investigation with other published values that are in the textbooks or research papers you might have
accessed in your research. Try to find a link between your work and what has been published noting how it does or does not agree.
At this stage you will want make the a suggestion for further investigation, the idea is to suggest new productive direction for the
investigation not the specific measures to address the weaknesses in method.
You must reference all of the sources that you have cited in this section using a formal referencing system.

CE (2) Evaluation
It is strongly suggested that the next two sections CE(2) and CE(3) are combined into a table. The table should look something like this:
Weakness (CE2)

Effect on the data/ analysis/ conclusion

Improvement (CE3)

Most influential factors

Must be related to the item to the left

Least influential factors

Must be related to the item to the left

1.
2.
3.

You must link all of the weaknesses to an improvement

In column 2 you should suggest how this has affected the data increasing or decreasing the reliability
Use the error bars as a measure of the evaluating the reliability of the data. Wide error bars would suggest the data at some point is not
as reliable and would benefit from a method change that would make it more reliable.
4. Increasing the sampling points of the independent variable, did you have the correct range, could this be improved
5. Did you have the right number of repetitions but must be linked to a specific problem in the data not just a blanket statement.
6. Anomalous results should be identified with possible explanations. Try to avoid statements like my data was wrong.
7. Have there been any genetic or environmental variation in the population that has affected the sample statistics or raw data. What
effect is it estimated to have had?
8. What are the effects of the associated qualitative data (observations) on the reliability of the mean, try not to be vague, estimate a
qualitative effect.
9. Consider any issues that have arisen from the control experiment
10. Problems arising from the method that had not been anticipated should be identified and their effects on the collection of raw data.
Note human error is not a method error but a lack of manipulative skills
11. Other limitations that have influenced the data collection

CE(3) Improvements
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6.

Ideally this should be in column three of the table and linked to a specific identified weakness
Each limitation should have a suggested improvement
Suggestions are realistic for a school laboratory and within a realistic time limit
Clearly explained outline of the improvements (named method not enough)
Improvement will rectify the associated limitation producing more reliable data
Citation of the literature for the improved method if available (not a novel suggestion)

This document is a guide and not an exhaustive treatment of the subject. Students should always seek advice from their own teacher who will
have additional insight into this process of reporting for Internal Assessment.

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Problems arising from the method that had not been anticipated should be identified and their effects on the collection of raw data. Note human
error is not a method error but a lack of manipulative skills
Other limitations that have influenced the data collection

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