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Start from here

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That could be done at home.

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IA Experiments that could be done at home

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Plant Physiology

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How to write an excellent IB Biology Lab Report

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How to write an excellent IB Biology Lab Report

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Your Biology IA is one of the best ways to boost your final score, especially if your on the upper boundary of a lower grade. Literally, it could push you up a grade. Here's how to write one (in its logical sequence) worthy of full marks (I am using examples from my own IA that got close to full marks) :

The Title: An experimental study on.... - even though it is just the title, it should be as specific as possible. Try to include both the independent (the thing you're changing) and dependent (the thing you are measuring e.g. time, height etc.) variables in your title. For example, An experimental study on the rate of reaction (dependent variable) (variable kept constant) on different percentage concentrations (independent variable, milk concentration is what we are changing) of full cream milk. Note the use of both dependent and independent variables and the specificity of "full cream milk".

The Research Question: Make this as specific as you possibly can. In itself it should be a one line brief on what your experiment is about- the examiner should be able to tell instantly what you are investigating, your independent and dependent variables. Are you looking for the effect of something on something else, the time taken for A to react with B etc.? If you are changing something, make sure you outline to what extent you are changing it. For example, 60 -100% milk concentrations, different colours of light (red, orange, yellow, green, blue, violet). What are the essential variables that need to be kept constant e.g. "....at a temperature of...". State what you are measuring your dependent variable in, is it seconds? milliseconds? minutes and seconds? Be ultra specific. For example: What effect will the percentage concentration of full cream milk (measured from 60% to 100% concentration in 10% intervals) have on the rate of reaction of rennin and milk (measured in time taken in seconds to form clots) at a temperature of 35°C?

Background Theory: This should be where you essentially show the theory behind your investigation, and thus show your understanding of what you are doing. In this case, my practical had to do with enzymes, so in my background theory I made sure I explained how enzymes worked on its substrates, and in particular, how rennin worked on milk (I researched this, and put it as simply as possible in my own words, while still sounding smart). Because rennin also had a function in real life (clotting milk in mammals' intestines to aid digestion) I made sure to include this too. Don't forget to reference if you have used other sources! Harvard Style Referencing is loved by the IBO, and there are plenty of generators out there that can do it for you.

Hypothesis: Give a one line hypothesis stating what you think will happen (this should be in bold). Keep in mind that it doesn't have to totally work out in your experiment, it just has to make sense in line with the theory you have just explained.

Explain your hypothesis based on the theory directly under the statement you have just made. Link it back to the theory and explain it as logically as possible - show the examiner that you have made the link, and thus understand what is happening.

Apparatus used: a list of the apparatus and materials you used, including (in brackets) the error/limitations of any measuring equipment. Remember, this is half the limit of reading, so for a mercury thermometer it should be (±0.25C) and for burettes, (±0.006mL).

A table of all your variables (independent, dependent, controlled, and how they were achieved): It should be 2 columns, on the left, your variables, and on the right a (brief) explanation as to how you achieved it. This makes it super clear to your examiner exactly how you are controlling your variables, and is essentially a safety net if something doesn't make sense in your method.

Method: a step by step, third person (impersonal) and past tense recount as to how you did the experiment. Again, be as specific as possible and get somebody else to read it and tell you whether it makes sense. Reading it aloud to yourself also helps.

Raw Data: presented in a table displaying units, repeat numbers and independent and dependent variables. Give your table a heading - Table showing.... and if necessary, label it "Table 1" for easy reference in your evaluation. (It may be useful to label all your graphs and tables with numbers so that you can make easy reference to them). All your headings for tables and graphs should be very specific as well. For example, Table 1: Table showing the time taken (in seconds) for different percentage concentrations of milk (60%- 100% in 10% increments) to react with the enzyme rennin at 35°C. If there are any anomalies in your data, highlight them clearly, and explain below your table why you consider them to be anomalous, and thus you are excluding them. If you have executed extra repeats for anything or done anything "unusual" explain why, and how this is contributing to the reliability, accuracy and overall quality of your investigation.

Observations: directly under your raw data, with at least 2 non-superficial observations you made. Crucial element to any investigation.

Processed Data: presented in (several) tables, if necessary. This should include averages, standard deviations, error calculations, if you are dealing with time and rate, rate calculations (1/t), average rate, standard deviation of rate, and so on and so forth. This is where you can really stretch out an investigation and find things to comment upon (an abnormally large standard deviation, any odd error calculations, any trends that are occurring?) Underneath each "table" of processed data you should include a worked example. E.g. worked example of averages, rate of reaction etc. Make sure you mention underneath your table if you have excluded anomalous data.

Presented Data: graphs! Make sure you LABEL your axis, BREAK your axis if necessary and make a reasonable scale that is suitable for your graph. Your graph should take up at least 3/4 of the graphing space. Error bars (and their explanation underneath the graph e.g. based on standard deviation, percentage error etc.) are crucial, because it gives you something to talk about in your evaluation! Note down any calculators or software e.g. Excel that you used to calculate error etc. or that you used to graph your data.

REMEMBER: ANY TABLES OR GRAPHS MUST HAVE A HEADING THAT IS SPECIFIC.

Conclusion: state the conclusion that you have made (in one sentence, bold), and then proceed to explain that conclusion based on theory.

Discussion: discuss any anomalous data, any methodology that may have led to that anomaly and provide several perspectives as part of your discussion (give plenty of reasons as to why you think your data was anomalous!). Include any information on any action you took to resolve those issues e.g. more repeats etc. Discuss variations in error, standard deviation, and again, make sure you DISCUSS, not list. Make sure you also make reference to your processed and presented data, that's the whole point!

Evaluation: in a table format. On the left column, what you could have improved, on the right, an explanation as to how you could improve this in the future. They should be meaningful, and not superficial. Come up with at least 5. The IB wants you to recognise that you are not perfect and that with every investigation, there are things that can go wrong. They will give you marks for making mistakes, as long as you can identify them and identify solutions for the future. That is, you are better off performing a less than perfect investigation, and perfecting your evaluation and discussion.

(And finally,) Limitations: what were the limitations of your experiment? Time constraints? Limited supplies? - e.g. in my case, only one batch of rennin that could have been faulty and was also human engineered and thus may not have been a true representation of natural rennin. This is to show that you understand the factors that may have prevented you from performing a flawless investigation (which we all know, you did not). However, you must never blame the accuracy of your measuring tools - to scientists, this is a terrible excuse.

Related Articles: How to get a 7 in SL Biology

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How to write an excellent IB Biology Lab Report: a step by step guide

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Your Biology IA is one of the best ways to boost your final score, especially if your on the upper boundary of a lower grade. Literally, it could push you up a grade. Here's how to write one (in its logical sequence) worthy of full marks (I am using examples from my own IA that got close to full marks) : The Title: An experimental study on....

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Annotated

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For standard level

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IB's Biology Internal Assessment (IA) is a make or break - you get it right and your grades rise, you mess it up and it all comes down.

Original: Source

Students are required to write the Biology IA during the second year of their HL class. They need to perform a thorough investigation on a topic of their choice. The investigation can be in the form of a traditional experiment or based on analysis of obtained data.

Comprising on 6 to 12 pages, you are expected to spend 10 hours doing this investigative work which is assessed by the teacher and externally moderated by the IB, as per International Baccalaureate Organization.

This assignment makes up for 20% of the overall assessment for the Biology IB score. Marked against strict common assessment criteria, it is possible to obtain a maximum score of 24 points if you perfectly meet all the criteria.

Don't stress - we have put together the perfect guide to help you write a stellar Biology IA paper that is sure to get you the scores you want.

Useful Guide on Writing an Excellent Biology IA Paper for IB

What's the purpose of an IA paper, you might wonder? This crucial assignment aims to evaluate students' application of their skills and knowledge in the subject. It takes theoretical knowledge a step forward and gives students a chance to put their learning into practical use.

How to Choose an Appropriate Topic for Biology IA

A lot depends on the topic you choose to write on for your Biology IA. Here's how you can make sure you make the right choice that aptly demonstrates your comprehension of the subject.

Choose a Topic of Interest

"How does that matter? I'll just put something together" - no, that's not how it works. Believe it or not - when you are disinterested in a topic, it reflects in your work.

So, before beginning work on your Biology IA, it is advisable to choose a topic that interests you - something you would like to investigate and know more about.

While brainstorming, it's a good idea to think of broad subjects and narrow it down to finally come down to a focused topic or research question.

Browse Relevant Sources

Inspiration can be anywhere - this holds true not only for creative writing but also something technical like a Biology IA paper.

What relevant sources are we talking about here? Browse science or biology websites like Science Daily, encyclopedias and make a run to a library to see if you find any Biology books or journals that could give you topic ideas.

Once you identify topics that catch your eye, you can frame research questions that would be suitable for this assignment.

Needs to Involve Complex Research

How complex is complex? Well, if you choose a topic/research question that is obvious or simplistic, your investigation really has no value to offer.

In the same way, choosing a research question that has been studied in class is a bad idea too because you are not using your originality to bring something new to the table. The only way to demonstrate your individuality and original thinking is by choosing a novel topic.

Hence, choose a topic that is not too broad or narrow. A broad topic is not likely to be novel or focussed, similarly a narrow topic does not give you too much scope for investigation and analysis.

Consider Constraints

While some topics might sound great on paper, they might not be feasible given the time, equipment and resources you have in hand.

Be realistic about the research question and the investigation you plan to do - can it be done in the time you have? Is the experiment feasible? Do you have all the equipment required? ..and so on.

Another important aspect to note is that you should be able to present a strong hypothesis and define your independent and dependent variables.

Needs to be Safe and Ethical

The topic you choose needs to adhere to the safety, environmental and ethical issues. This is an important protocol of any experimental work.

For example, if your experiment involves people or animals - you need to address the safety precautions used. IB has strict policies against causing harm and distress to animals. Similarly, if any individuals are participating in your study, you are required to get their consent for the same.

Keeping all this in mind, make sure you choose a topic that respects this protocol.

5 Essential Tips to Write a High Scoring Biology IA

There are several factors that contribute to a high-scoring Biology IA paper. Here are 5 essential tips to help you ace this assignment.

Word the Question Well

The research question forms the first impression of your Biology IA paper - make sure you word it clearly and accurately. The question should be concise and focussed. For example, if your investigation involves a particular organism, make sure you mention the scientific name.

Cater to Each Marking Criterion

You will be evaluated on the following criteria

Personal Engagement (2 points)

Exploration (6 points)

Communication (4 points)

Analysis (6 points)

Evaluation (6 points)

While writing the paper, it's important you cater to each of these as that is how it will be viewed by the teacher. The marking criteria is designed such that every aspect of the student's skills and knowledge are evaluated.

Personal engagement focuses on assessing students' originality and creativity - the IA paper needs to demonstrate the student's unique thought process while carrying out the investigation.

Exploration refers to the methodology undertaken to complete the investigation and the reliability and sufficiency of the data used.

Watch Alex Lee get into the depth of how to demonstrate 'exploration' in the Biology IA paper

Communication takes into consideration the overall presentation of the paper which includes the flow of paper, vocabulary, grammar, use of scientific terms and presentation of data.

Analysis studies how the data was generated and the treatment it was given to come to the conclusion. Any conclusion drawn needs to be based on the evidence received from the data generated.

Evaluation looks at the relevancy of the conclusion and if manages to answer the research question.

Well-Structured

A well-structured and well-written IA paper is sure to get you high scores because it involves all the key aspects you are expected to cover. This is the ideal structure for a Biology IA paper.
Research question

Formulate a clearly defined research question based on the chosen topic for your IA

Make it specific as possible by making it one brief sentence

Capture your dependent and independent variables

Background Information

Provide the theory behind your investigation and demonstrate your understanding

Set the research question into context

Use citations to support the biological theory

Hypothesis and variables

Provide experimental hypothesis and the null hypothesis

Provide dependent variables, independent variables and controlled variables with their respective units

Include the impact of each variable

Materials, methods and safety issues

List apparatus including their sizes and uncertainty

Provide a systematic procedure of conducting the investigation and recording the results

Include safety issues along with ethical issues

Results

Provide raw data in tables along with calculations

Provide processed data using diagrams, lists, tables, graphs, etc.

Data analysis and interpretation

Analyze the findings

Discuss the impact of the uncertainty and include error bars

Discuss the pattern of data based on the research question

Conclusion, evaluation and bibliography

Make a summary of the findings and relate them to the RQ

Mention the limitations and strengths of the investigation

Provide future extension of the investigation

Provide relevant references in the bibliography section

Here's a useful video on structuring your Biology IA paper

Logical Presentation

The most appropriate way to present statistical data and findings is with the help of charts and graphs. Instead of writing it in words, graphs, charts and other visual forms of representation are more impactful in delivering the message.

Hence, wherever applicable, make sure you use well-illustrated graphs, charts or tables. They need to be labelled well such that they add value to the data you provide.

Start Early

Writing a Biology IA is time-consuming. There might be instances when you might find yourself drowning in a lot of work and find it difficult to do justice to this assignment.

At such times, we suggest reaching out to IB IA writing experts such as Writers Per Hour. Our team of professional writers know what it takes to deliver a well-articulated Biology IA paper that meets your deadlines and requirements.

So, instead of doing a rushed job, let our experts handle this crucial assignment for you.

20 Biology Internal Assessment Topic Ideas for SL Students

1. Investigating milk spoilage in various conditions.

2. Investigating the effectiveness of various types of toothpaste.

3. Investigating age and speed of reaction. Effect of different altitudes on flowering stages of a plant species.

4. Determining the relationship between weather patterns and different cases of the disease.

5. Examining the accuracy of color vision via online color tests.

6. The impact of River pollution on marine life.

7. Effect of antibiotics on microorganisms.

8. Impact of antibiotics on the rate of seed germination.

9. The relationship between microbial activity and rate of seed germination.

10. The impact of pests on plant diversity.

11. The relationship between temperature and the rate of fruit ripening.

12. Impact of body exercises on heart rate and blood pressure.

13. The relationship between the amount of light and the rate of plant respiration.

14. The impact of isotonic drinks on recovery and rehydration after exercise.

15. The relationship between different light colors and Seedling growth.

16. Determining the effect of glucose concentration on osmosis.

17. Investigating the impact of soil pH and rate of seed germination.

18. Investigating the relationship between temperature and rate of yeast respiration.

19. Investigating the impact of light on vitamin C.

20. The effect of temperature on Staphylococcus epidermidis.

Conclusion

You might start your Biology IA paper in a state of worry but if you get immersed in the process, you will be glad to know what an interesting assignment this turned out to be.

So, consider this guide, choose the right topic and set yourself up for success by writing an excellent Biology IA paper that is sure to get you high scores!

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20 Biology Internal Assessment Topic Ideas for IB Standard Level

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IB's Biology Internal Assessment (IA) is a make or break - you get it right and your grades rise, you mess it up and it all comes down. Original: Source Students are required to write the Biology IA during the second year of their HL class.

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The internal assessment requirements are the same for biology, chemistry and physics. The internal
assessment, worth 20% of the final assessment, consists of one scientific investigation. The individual
investigation should cover a topic that is commensurate with the level of the course of study.
​
Student work is internally assessed by the teacher and externally moderated by the IB. The performance in
internal assessment at both SL and HL is marked against common assessment criteria, with a total mark out
of 24.
IA component IA criteria

Duration: 10 hours

Weighting: 20%

Individual investigation.

This investigation covers assessment objectives 1, 2, 3 and 4.

The new assessment model uses five criteria to assess the final report of the individual investigation with the following raw marks and weightings assigned:

Ideas for Internal Assessment
Click on the links above to get more detailed information about the assessment

50 IB Biology IA Ideas - IB Better
​

Online Labs - Ideas and links. This is a list of possible sites for students to use as online labs.

You can access these here http://www.sciencecourseware.org/biologylabsonline (Thanks to Sarah Kelley for the link)
Biology Labs Online have the potential for making biology education more interactive, effective, and fun!
Biology Labs Online is a collaboration between the California State University system and Pearson, Inc..
More online virtual labs (Biology, 6/e, Author Dr. George B. Johnson, Washington University,Author Dr. Peter H. Raven, Missouri Botanical Gardens & Washington University,)

Below, are several exemplar IA's to help you with writing your own.

I would recommend starting with the investigation 1. Next read the annotated copy then the moderator comments

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The internal assessment requirements are the same for biology, chemistry and physics. The internalassessment, worth 20% of the final assessment, consists of one scientific investigation. The individualinvestigation should cover a topic that is commensurate with the level of the course of study.​Student work is internally assessed by the teacher and externally moderated by the IB.

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The International Baccalaureate Biology Internal Assessment makes up 20% of the final grade achieved by Biology HL and Biology SL students. Therefore, it's super important that your IB Biology IA gets as high a mark as possible. In this post, we outline the different necessary components. This checklist discusses the following assessment criteria:
Section 1: Personal Engagement Section 2: Exploration Section 3: Analysis Section 4: Evaluation Section 5: Communication
Use this checklist to make sure you have everything you need!

Section 1: Personal Engagement (8%)

â–¡ The IA is somehow related to my own life

â–¡ Experimental design or presentation shows personal insight or adaptation

Section 2: Exploration (25%)

Research Question

â–¡ A title is given which is descriptive yet concise

â–¡ A precise and grammatically correct question about a relationship is asked

â–¡ Question is sufficiently detailed so it can stand alone and can be self-explanatory

â–¡ A precise, measurable dependent variable is detailled

â–¡ A precise independent variable to be manipulated is included

â–¡ Exact locations, measurements and Genus species names are given

Variables

â–¡ Independent Variable, Dependent Variable, and Controlled Variables are given

â–¡ Independent and dependent variables are expressed just as in the question

â–¡ A brief description of how the independent variable is altered is included

â–¡ A brief description of how the dependent variable is measured is included

â–¡ Controlled variables include all significant factors with the potential to affect the dependent variable

â–¡ A description of why each controlled variable must be kept constant is given

Hypothesis

â–¡ A correct answer to the research question is described

â–¡ The hypothesis is supported by scientific reasoning and research

â–¡ A predicted relationship between the independent and dependent variables is described

â–¡ The independent and dependent variables are described as in the question

Background

â–¡ The essay is organized into paragraphs and includes an introduction, body and

conclusion

â–¡ The introduction includes an observation/ story that leads to the research question

â–¡ The hypothesis is stated as a scientifically justified answer to the research question

â–¡ The hypothesis is justified and supported by scientific literature review

â–¡ All variables relevant to the experiment are appropriately investigated

â–¡References are used where appropriate

â–¡ At least 5 external sources with authors have been used and described

â–¡ There is no plagiarism (this leads to a zero)

Methodology: Control of the Variables

â–¡ Introduction justifies the method as a fair test of the hypothesis

â–¡ If modification of procedures are done, they are referenced

â–¡ All materials are listed with details (type, amount, size, volume, concentrationâ€¦)

â–¡ Diagrams and/or photographs clearly showing the setup of the apparatus is included

â–¡ Diagrams and photographs are referenced using MLA

â–¡ What was done and an explanation of why is given for each step

â–¡ How the independent variable was manipulated is clearly described

â–¡ How the listed controlled variables were kept controlled in the experiment is described

â–¡ The use and method of random sampling is described where relevant

Methodology: Data Collection

â–¡ The introduction establishes the data collected is valid for answering the research question

â–¡ The reliability of the methodology is established with enough trials (5)

â–¡ How the dependent variable measurements are taken is precisely explained

â–¡ The size of the increments between data point and why this was acceptable is explained

â–¡ Use of minimum 5 repeats to calculate standard deviation for error analysis is outlined

â–¡ The sample size is at least 10 when the T-test was used

â–¡ Data collection from other students or sources is clearly explained and referenced

Section 3: Analysis (25%)

Data Collection

â–¡ An introduction is given to establish what data was collected and why it is appropriate

â–¡ Appropriate raw quantitative data is recorded in a clearly designed and drawn table

â–¡ A descriptive title with the variables is given for the data table

â–¡ Column headings include the quantity, units and uncertainties

â–¡ Data is recorded to an appropriate degree of precision and consistency with uncertainties

â–¡ How the uncertainties were determined for measurements is stated below the data table

â–¡ Every data table has a paragraph describing its relevance

â–¡ Qualitative data is recorded separately in the data table

Data Analysis: Processing Data

â–¡ A short introduction and description of the data processing is included

â–¡ The relevance of the data processing's ability to answer the research question included

â–¡ Calculations are carried out correctly

â–¡ Calculations are included in a table of calculations

â–¡ Data table from appendix is copied and pasted and modified to include calculations

â–¡ Sample calculations are illustrated

â–¡ Uncertainties are calculated and explained

Data Analysis: Presenting Data

â–¡ The dependent variable is appropriately graphed vs the independent variable

â–¡ Graphs include appropriate titles with a description of the variables

â–¡ Axis are labeled including units

â–¡ Error bars showing the uncertainties are included on the graph

â–¡ Uncertainty calculations are included below the graph and explained if not included

â–¡ Maximum and minimum trend lines are drawn if appropriate

â–¡ Each graph has an accompanying paragraph correctly describing the features and trends.

Conclusion

â–¡ A conclusion is clearly stated, â€œIn conclusionâ€¦â€

â–¡ The conclusion arises from a correct interpretation of the data

â–¡ Important data from the analysis is outlined and trends in the data are explained

â–¡ The degree to which the data supports the hypothesis is discussed and explained

â–¡ The variation in results is reported, depicting the conclusion's strength.

â–¡ Scientific reasoning is employed to illustrate the validity of the relationship

â–¡ The generalisability of the conclusion is discussed

Section 4: Evaluation (25%)

Evaluation

â–¡ The apparatus' ability to obtain relevant data is discussed

â–¡ Weaknesses in the methodology are commented on

â–¡ The data reliability is discussed

â–¡ The quantity of the data is discussed

â–¡ The precision and accuracy of the data is appreciated and described

â–¡ Outliers or irregularities in the data are discussed

â–¡ The uncertainties' significance within the line of best ?t is determined

Suggested Improvements

â–¡ If limitations are identified as significant, improvements are proposed

â–¡ Improvements address the limitations

â–¡ Realistic improvements are given (must be possible within the context of school)

Further Research Questions

â–¡ 2+ research questions are included with independent and dependent variables

â–¡ The research questions are extensions of the conclusion and evaluation

â–¡ AnÂ explanation for each question is given and it's related to its importance and relevance

Section 5: Communication (17%)

References (formatting)

â–¡ In-text references/citations are given (MLA format)

â–¡ Works Cited List with MLA formatting is included at the end of the report

â–¡ Sources are ordered alphabetically by authorâ€™s last name

Overall Presentation

â–¡ No spelling or grammar mistakes are present

â–¡ There are easy to read headings for every section

â–¡ Arial or Helvetica font size 12 font

Methodology

â–¡ The methodology is written in past tense with good paragraph structure

Â

What's Next?

â–¡ Stuck for Biology IA Ideas? Make sure you check out our Top 50 Ideas

â–¡ Want to learn how to answer Data Based Questions? Make sure you check out our command terms post

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Biology IA Checklist 2019: Step by Step Guide for a Perfect IA

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The International Baccalaureate Biology Internal Assessment makes up 20% of the final grade achieved by Biology HL and Biology SL students. Therefore, it's super important that your IB Biology IA gets as high a mark as possible. In this post, we outline the different necessary components.

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From IBO official page

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There are two types of IB assessment: Internal and External. External assessments are the exams that you can choose to take in May. Internal Assessments are completed during the semester(s) you...

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IA HL Example with Advise (and for other subjects)

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IA HL Example with Advise (and for other subjects)

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Effect of potassium concentration on growth rate of Hygrofilla difformis...

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What is Internal Assessment

Your Internal Assessment (IA) is a project that you will have to complete in all your IB classes. The style and grade value depends on the subject. It is a project that you will work on with the guidance of your teacher ( or your tutor). The great thing about the internal assessment is that it allows students to be flexible and to further research a topic that they find interesting within the given subject. As good as it sounds, generating IA topic ideas is not always easy and that's why we decided to help you here with some unique biology IA idea, just read on!

What makes a good IA

A good IA should demonstrate your own interest of the topic. It should show that the student has learned and has been able to apply what they have learned. A good IA does not have to be a very complex and intricate piece of work. A clear research question, consistent structure, and clear personal engagement which demonstrates knowledge will earn the student a good grade.

So let's jump into what you are here for. Here is a list of 25 possible topics that serve as great biology IA ideas. To keep in mind, in biology IA, you have two options, laboratory work or an essay, so the topic possibilities are far greater than just the list below.

25 Unique Biology IA Ideas

1. Mitosis: Calculate the Mitotic Index in onions and garlic

2. How do different household products affect plant growth

3. Effect of different types of contamination of plants

4. Testing salt tolerance on plants

5. The effect of different variables on fruit and vegetable decay

6. Hereditary effect of Parkinson

7. How does different fruit ripen based on the temperature

8. Ethics in Stem Cell Research

9. The impact of energy drinks on the heart rate and blood pressure after exercise

10. Comparing reaction time with certain stimuli with age

11. Measuring the amount of vitamin C in fruit and comparing it to fruit juices

12. Effect of antibiotics on growth and germination of seeds

13. What is the ideal environment for photosynthesis

14. Effect of global warming on the human body

15. Essay about the ethics in human cloning

16. Effects of different types of toothpaste

17. The effect of sucrose concentration of the rate of respiration in yeast

18. The effects of sugar on teeth health (use an egg as tooth imitation)

19. Research on DNA modification and its possibilities

20. Are GMOs (genetically modified foods) safe?

21. GMOs decay time

22. Biology of bipolarity or schizophrenia

23. Effects of steroids on the human body

24. Effect of climate change on biodiversity

25. Impact of certain brain injuries

To think about before you choose

If your school does not have a lot of lab equipment and space, we would recommend doing either a research project or a simple lab experiment like plant contamination. Additionally, make sure that you can connect these topics to a broader issue that you discussed at length in class. For example, most of the projects on this list containing anything about contamination or decay can be easily be related to broader topic of global warming.

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25 Unique Biology IA Ideas - Bio Internal Assesment - Think Smart Tutoring

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Your Internal Assessment (IA) is a project that you will have to complete in all your IB classes. The style and grade value depends on the subject. It is a project that you will work on with the guidance of your teacher ( or your tutor).

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Are you struggling with choosing your topic for your IB Biology IA? Don't worry, we've all been there. Finding a topic is one of the, if not THE, most important part of writing your IA so we want to make sure that you get it right! Luckily, there's so many great topics to choose from, and we've asked some of our top team to note down some topics that might inspire your own incredible research!
NOTE: These topics are purely meant as inspiration and are not to be chosen blindly. Even though many of these topics led to high scores for some of our graduates in the past, it is important that you listen to the advice of your subject teacher before choosing any topic! 1, Look at the genetic similarities and differences between species, kingdoms, phylas, classes, genuses, orders, families, and domains. 2, Testing global warming: How does CO2, water vapour, oxygen, or any other variable affect temperature inside a cutoff bottle exposed to simulated sunlight? 3, Describe how the primary productivity of algae changes with temperature, algae concentration, other aquatic plants, salinity, nutrients, and any other variables you may want to consider. 4, How does varying the gel concentrations of agarose affect DNA migration through a gel? 5, Effect of BMI on skin surface temperature in various body areas on rate of recovery once exposed to cold. 6, How does sudden change in body position affect heart rate and baroreceptor feedback? 7, How do the respiration rates of baker's yeast and wine yeast in various sugar solutions compare? 8, How do the buffering actions of milk, yogurt, juices, detergents etc. compare? 9, Do our reaction times slow down with age? 10, Can we slow down the decaying times of vegetables? Can temperature, humidity, or exposure to sunlight affect how quickly vegetables decay? 11, What is the effect of the salt concentration on germination of different types of seeds? 12, What happens after the best-by date of dairy products? 13, Comparative study between 5 different species of animals using BLAST analysis to determine evolutionary history 14, What is the respective change of allele frequency when initial frequencies are manipulated? 15, Analysing the impact of river pollution on marine life.
Conduct your own research into global warming processes!

16, Determine the effect of glucose concentration on the rate of osmosis. 17, What is the effect of pests on the diversity of plants in a lawn? 18, What is the effect of isotonic drinks on rehydration and recovery after exercise? 19, What is the difference in the CO2 levels exhaled before and after enduring physical exercise? 20, Testing the effectiveness of different types of toothpaste in inhibiting the growth of different types of bacteria. 21, The effect of temperature / light on fruit ripening 22, Exploring stomatal density in a variety of conditions 23, Testing the effectiveness of toothpaste types 24, Investigating the effect of smoke water on the germination and growth of E.pilularis 25, Exploring the effect of sunlight on biomass 26, Exploring effect of light levels on the predation of the peppered moth 27, Investigating the effect of different light intensities on water weeds 28, How do different antibiotics interact with the process of seed germination? 29, Determining the effect of time on the plasmolysis of potatoes 30, Exploring mollusc shapes with regards to an external variable e.g. location on shore
Want to know more about how to ace your lab report? Click the image for our free guide!

So there we have it! 30 Biology IA topic ideas to get your lab report started! Still feeling a bit uneasy about the task ahead? Fear not, we have elite Biology tutors that can assist you through the process...

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Are you struggling with choosing your topic for your IB Biology IA? Don't worry, we've all been there. Finding a topic is one of the, if not THE, most important part of writing your IA so we want to make sure that you get it right!

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Ideas on how to proceed to succeed in IA Biology

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biology IA examples - Yahoo Search Results Video Search Results

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The search engine that helps you find exactly what you're looking for. Find the most relevant information, video, images, and answers from all across the Web.

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Why have guidelines for the use of animals in the classroom?

As respect for animals is a fundamental stepping stone in the development of respect for fellow human beings, the IB animal guidelines seek to set out the parameters for the acceptable inclusion of animals in an IB World School.

What do the guidelines apply to?

These guidelines apply to the treatment of all animals in IB World Schools, by all students and staff at all levels, including PYP, MYP, DP and IBCC, whether for assessed or non-assessed work, for extended essays, the group 4 project and the MYP project. The guidelines cover any work, be it in classrooms or school laboratories, or in the general environment; that is, anywhere where IB students may be working. The guidelines apply to:

keeping live animals in schools

live animals in experimentation

animal dissection

experiments involving human subjects.

Keeping live animals in schools

Caring for classroom pets can provide a variety of authentic learning contexts for students at almost every level. It presents opportunities for students to develop compassion and empathy towards other living things and take action as a result of this learning. Ultimately, the decision to care for a live animal lies with the classroom teacher and time should be taken to adequately research the animal and determine a suitable diet, housing, exercise and socialization for the animal, as well as how its care fits into the curriculum. The following should be carefully considered before committing to the care of a classroom pet.

Student sensitivity or allergies to particular species, their food or bedding materials

Type of animal (domestic rather than wild, not venomous or vicious, diurnal rather than nocturnal and so on)

Arrangements for housing the animal safely, comfortably, cleanly and in a manner that is not disruptive to the classroom environment

Arrangements for appropriate care of the animals over weekends and holidays

Long-term care of the animal in the event that a future student is allergic to the animal or when the animal can no longer live in the classroom for other reasons

Additionally, essential agreements should be established regarding when and how the animal is to interact with students. These should ensure the health and safety of both students and the animal-for example, an agreement that students should wash their hands before and after handling.

Live animals in experimentation

Any planned and actual experimentation involving live animals must be subject to approval by the teacher following a discussion between teacher and student(s) based on the IB guidelines. This discussion should look at the 3Rs principles and the decision should be justified in terms of these principles:

Any investigation involving animals should initially consider the replacement of animals with cells or tissues, plants or computer simulations. If the animal is essential to the investigation, refinements to the investigation to alleviate any distress to the animal, and to reduce the numbers of animals involved, should be made.

Experiments involving animals must be based on observing and measuring aspects of natural animal behaviour. No experimentation should result in any cruelty to any animal-vertebrate or invertebrate. Therefore, experiments that administer drugs or medicines, or those that manipulate the environment or diet beyond that which can be regarded as humane, are unacceptable in IB schools.

Animal dissection

There is no requirement in the PYP, MYP or in the DP group 4 sciences for students to witness or carry out a dissection of any animal-vertebrate or invertebrate. If teachers believe that dissection is an important educational experience and wish to include this in their scheme of work, they must apply the following guidelines. The IB does not support animal dissection or the use of animal body parts in the PYP.

Discuss reasons for dissections of whole animals with the students.

Allow any student who wishes to opt out of the dissection to do so.

Seek to reduce the number of dissections.

Seek to replace animal dissection with computer simulations and/or use animal tissue, for example, hearts and lungs obtained from butchers, abattoirs or laboratory suppliers.

Dissect animals obtained from an ethical source only, for example, no wild animals, animals killed on the road or endangered animals.

Experiments involving human subjects

Any experimentation involving human subjects must be carried out with their direct, legally obtained written permission. In addition, the investigation must not use human subjects under the age of 16 without the written consent of parents or guardians. The following conditions must be observed.

Subjects must provide written consent.

The results of the investigation must be anonymous.

Subjects must participate of their own free will.

Subjects have the right to withdraw from the investigation at any time.

Investigations involving any body fluids must not be performed due to the risk of the transmission of blood-borne pathogens. An exception would be an investigator using his or her own saliva or sweat.

The use of secondary data

Secondary data acquired as a result of research that would not be in line with the previously mentioned policy may be used under certain circumstances, for example:

data acquired by professional researchers. In this case the data would be from research that has been written up in academic journals and qualifies as groundbreaking. Such research would have been presented to research committees for approval and be licensed

research that was considered ethical at the time the research was conducted. Our view of animals and their welfare has moved on considerably in recent years. A lot of research that was conducted in a different context would not be granted permission today even though, at the time, it was considered acceptable. Data from such sources is acceptable.

Some secondary data exists that were acquired in ways that would have been considered unethical even within the cultural and historical context of the day. The use of such data is not acceptable under any circumstances.

The nature of the guidelines

IB animal experimentation guidelines may be more stringent than some local or national standards for experimentation in schools. Our standards for work in schools should also be more stringent than those of university and research and development committees as we are not carrying out essential, groundbreaking research. Practical work in schools has other purposes, such as reinforcing concepts and teaching practical skills and techniques. Even in a practically based extended essay, the work will not be fundamental, ground-breaking research.

What happens if the guidelines are not followed?

Internal assessment moderators or extended essay examiners who see evidence that the guidelines are not being followed at a school, in the sample work sent for moderation or in extended essays, are required to complete a Problem report form (PRF) to be submitted to IB Cardiff.

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As respect for animals is a fundamental stepping stone in the development of respect for fellow human beings, the IB animal guidelines seek to set out the parameters for the acceptable inclusion of animals in an IB World School.

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In this post, we give you 50 IB Biology IA Ideas to help you speed up your research process.

Within each topic listed below, we include the basic reasons for investigating each topic, what the possible independent variables and dependent variables are as well as the basic experimental setup!

Remember! It's very important that you consider if whether you can apply these topics to your own life, as this shows personal engagement.

Download our Guide: How to Write a Perfect Biology IA (Click Here)
If you're interested in getting additional support for your Biology IA, we have a team of expert IB Biology tutors that can help you plan, structure and execute your assignment. Click here to learn more
Testing Effectiveness of Types of Toothpaste/Mouthrinse

Toothpaste is supposed to block bacterial growth. How do different kinds of toothpaste compare?

Experimental setup: Choose different types of toothpaste/mouth-rinse and create diluted solutions of them (mix them with water). Then use agar plates and bacteria to test their effectiveness by seeing how many bacteria grow in the different plates! Heres a link to a scientific article that did something very similar, copy their method.

Independent Variables: Different toothpaste manufacturers (Colgate vs Sensodyne vs Crest vs Aquafresh)

Dependent Variable: Success of bacterial growth (seen by growth on an agar plate)

Comparing milk spoilage

Milk goes off because of lactobacilli reproduction and growth. This can become interesting because you can test how different conditions affect milk's spoilage

Experimental setup: In this experiment, you can compare milk spoilage. To measure the rate, you can either measure how quickly different species grow, or one of the other factors described below. A full experimental setup can be found on this link

Independent Variables: Temperature, Sunlight variation, Skimmed vs Whole,

Dependent Variable: Rate of bacterial growth (on agar plates), pH of milk

Reaction time with Age

Many say that as we get older, our reaction times slow down, see if this is true!

Experimental setup: Gather participants for the study and compare how quickly they can catch a ruler (measured in cm). Check out this link for more details

Independent variables: Age of participant/Age + sensory stimuli (how to hearing, seeing and touch-based reaction rates change)

Dependent Variables: Time taken to catch ruler between fingers /Time taken to clap when they see light

Challenges: getting enough people to get reliability, controlling variables

Spread of Disease with Weather

Different diseases spread at different rates in different weather conditions depending on how they are passed between organisms (Skin contact, Blood-Blood contact, Cross-species barriers). Use the epidemiological data to measure rates of change

Experimental setup: Follow this link to for more information of modelling!

Independent Variables: How temperature affects transmission viral diseases, How different methods of transmission affect rates of spreading

Dependent Variables: Rate of spreading

Challenge: Statistical analysis Website with loads of data on infectious disease: http://globalhealthgovernance.org/blog/2017/12/1/how-to-find-data-on-infectious-disease-outbreaks

Comparing colour vision

Use online colour vision tests to see how different factors affect colour blindness

Experimental setup: Follow this link to find out more about colour blindness and how to investigate it.

Independent Variable: Age, Tiredness, Gender, Eye Colour

Dependent Variable: Accuracy of Eye Test

Challenge: Gathering enough data, Pollution affecting species growth,

Antibiotics on germination of seeds

Antibiotics are used to treat plants for bacteria. But how do antibiotics affect the growth or successful germination of plants?

Experimental Setup: Grow germinating seed in environments with different types of diluted antibiotics, see how many succeed in each environment. You can find more information here

Independent Variable: Different Antibiotics, Different Seeds

Dependent Variable: Success of Germination, Rate of Germination

Challenge: getting access to antibiotics

Preventing vegetable decay

Vegetables decay over time but how can we slow down the process? For this experiment, you'll investigate how different variables affect the rate of decay!

Experimental Setup: Create different environments for vegetables to decay in and measure the decay over a fixed period. Read more about it here.

Independent Variable: Temperature, Salts, Humidity, Oxygen availability

Dependent Variable: Rate of Decay - measured by pH, mass or temperature change

Download our 2022 Biology IA Guide (Checklist) to help write the perfect Internal Assessment.

The ripeness of Fruit and Vit C content

Similarly to the experiment on the rate of decay, you can also measure how quickly fruits ripen, and which factors affect this ripening.

Experimental setup: Set up an experiment that measures the ethylene or CO2 levels of fruits over time, and expose different fruits to different independent variables. Read more about it here.

Independent Variable: Temperature, Oxygen availability

Dependent Variable: Ethylene levels, CO2 production, qualitative assessment.

Challenges: Being consistent in assessing the fruit ripeness

Investigating sucrose concentration of rate of yeast respiration

Increasing sucrose concentration makes more sugar available for Cell Respiration but it also draws water out of yeast by osmosis, which could kill it. This begs the question, is there an ideal concentration of sucrose for yeast growth?

Experimental setup: For this experiment, combine a fixed mass of yeast with increasing concentrations of a sucrose solution and measure the rate of CO2 production! Read more about it here

Independent Variables: Concentration of Sucrose

Dependent Variable: Respiration Rate (measure with respirometer or gas probe detecting CO2 formation.

Effect of Temperature on transpiration rates in Halophytes/Xerophytes/Normal plants

Halophytes and Xerophytes have different adaptations to control transpiration rates, how do they each respond to temperature changes?

Experimental setup: Find a xerophyte (eg. cactus) and a halophyte (eg. Atriplex amnicola) and expose them to increasing increments of independent variables, observing how their transpiration rates change. Read more here

Independent Variable: Temperature.

Dependent Variable: Rate of transpiration (measure with a Potometer)

Challenges: Getting the plants, Setting up a Potometer

Effect of different types of stress on ventilation rates

Ventilation rate is a measure of how quickly you breathe. There are obviously many different factors influencing the rate of ventilation, you can investigate which those are!

Experimental setup: Find a few friends willing to participate and measure their ventilation rates with a respirometer (the human version) and then subject them to different stimuli.

Independent Variable: Temperature/Psychological Stress (scary movies?)/ Studying

Dependent variable: Ventilation rate. Heres a useful link for ventilation rates

Household cleaning products on the growth of house plants

How do cleaning products affect the growth of house plants? Test how different household cleaning products affect seed germination!

Experimental setup: In this experiment, you will expose seeds in a germinating environment to different household products solutions at increasing concentrations. The will (hopefully) impact the success of germination.

Independent Variable: Different household cleaning products/increasing concentrations of cleaning product.

Dependent Variable: Rate of Seed Germination

Effect of Salt on Different Seed Germination

IB Biology IA Ideas

Halophytes grow in Salty conditions whereas normal plants don't. How do halophyte seeds respond to increasing salt concentrations compared to normal seeds?

Experimental setup: construct a seed germination experiment with different seeds and add increasing solutions of NaCl, observing the impact of increasing salt concentration in different seeds.

Independent Variable: Halophyte seed vs Normal Plant seed

Dependent Variable: Success of Germination, Rate of Germination

Colours of light on the effectiveness of phototropism

IB Biology IA Ideas

Auxin hormone is largely responsible for controlling the direction of plant growth. Does it matter what type of light the plant is exposed to affect the growth of auxin?

Experimental setup: Place a corn seed in a dark cupboard with a single light source. Observe how changing the colour of the light source impacts the success of phototropism!

Independent Variable: Colours of light

Dependent Variable: Degree of growth of plant towards a light source

Abiotic factors on the Biodiversity in a habitat

IB Biology IA Ideas

Different abiotic factors affect the growth of different plants, test the different conditions and then note how plant species change in their presence.

Experimental setup: In this ecological experiment, you will use quadrat sampling to test how successfully different plant species grow in environments. Read more about quadrat sampling here

Independent Variable: Soil pH, Nitrates in Soil, Oxygen concentration

Dependent Variable: Presence or absence of certain species

Challenges: Providing biological context for why you're measuring certain factors.

Stomatal Density in Different Conditions

Stomata are the areas of gas exchange in leaves. Different plants that live in different conditions will have different requirements for gas exchange.

Experimental Setup: F ocus on how leaves in different conditions vary in their stomatal density. Test the stomatal density of different leaves exposed to variable conditions using a microscope.

Independent Variable: Light exposure, Different Species, Atmospheric CO2 concentration

Dependent Variable: Stomatal density (seen under the microscope)

Challenges: mathematical analysis

Comparing different plant species transpiration rate changes in response to stimuli

Different plants will change their transpiration rates in response to the environment. Investigate how different species of plants respond differently to environmental stimuli.

Experimental setup: Use a potometer to measure the rate of transpiration. Change the different conditions in which the plants are found as well as the species.

Independent Variable: Plant species + humidity/temperature/ light intensity

Dependent Variable: Rate of transpiration

Whats next?

We hope our list of Internal Assessment Ideas was useful.

If you're looking for guidance on how to actually write an IA once you've chosen your topic, check out our IA Checklist post!

If you're struggling with the Paper 2 Data Based Questions, we also have a post about that here.

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50 IB Biology IA Ideas that are Easy to Use and Score High Marks!

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A simple list of tried and tested IB Biology IA Ideas popular both with the examiners. Includes Independent variables, dependent variables and links!

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Choosing a Statistical Test for Your IB Biology IA