EXPLORATION

Exploration relates to the establishment of a clear and focused research question, set in a scientific context that uses appropriate concepts, techniques and methodology. This criterion also assesses whether the investigation shows appropriate awareness of environmental, ethical and safety considerations.

Achieving the maximum mark

To score the maximum of six marks for Exploration the Individual Scientific Investigation needs to:

• Identify the topic and describe a relevant and fully focused research question.
• Contain entirely appropriate and relevant background information that enhances the scientific context of the investigation.
• Use highly appropriate methodology to address the research question that takes into account all, or nearly all, of the factors that have a significant influence on the relevance, reliability and sufficiency of the data collected.
• Show full awareness of any significant environmental, ethical and safety issues that are relevant to the methodology used, if appropriate.

1. Fully focused research question

Identifying a topic and formulating a fully focused research question is the key to a successful investigation. This criterion assesses whether the research question as expressed in the written report is relevant and fully focused.

2. Background information

This is one of the factors that distinguish the Individual Scientific Investigation from Design practicals on the old programme. The investigation should not be done in isolation, it must be put into context with existing scientific knowledge. You do not have a lot of time to do this thoroughly but nevertheless, should endeavour to access a variety of different and relevant sources. You will probably use the Internet as their starting point as it is quick and generally efficient. However you need to investigate and confirm the reliability of any web sources. You should also include at least one source from a reputable scientific journal as this will have been peer reviewed and also perhaps a text book. It would be unreasonable to expect many sources given the time frame but an investigation that relies purely on secondary data should probably access that data from at least five different sources in the same way that a graph requires a minimum of five data points to have much validity.

3. Appropriate methodology

The methodology will depend very much upon whether primary or secondary data is being generated. If you are doing 'hands on' practical work then the method used or designed must ensure that all the variables are controlled except the dependent variable. The independent variable will of course be changing as the experiment proceeds. It is important that the method used, adapted or designed does actually generate either primary or secondary data that is directly relevant to the research question. The method chosen must be able to produce sufficient data from which a reliable conclusion can be deduced. The uncertainties associated with the measurements taken should be recorded and evaluated so that all the factors that might affect the reliability of the data are assessed.

4. Environmental, ethical and safety issues

There may be a tendency to think that this heading only refers to 'hands on' experimental work. However environmental and ethical issues could also be relevant to the collection of secondary data. For 'hands on' practical work students should include a 'risk assessment'. This should look at both the possible short-term and long-term adverse effects of any chemicals used. It should record the measures used to minimise any risk either from the chemicals or apparatus used and also cover the safe disposal of any chemicals after the experimental work has been completed. Information about possible risks for school science experiments can be obtained from CLEAPSS in the UK and from The School Chemistry Laboratory Safety Guide in the USA for example. Ethical issues concerning experimental work with animals are dealt with in the IB publication 'Guidelines for the use of animals in IB World Schools'.