IB Biology HL Internal Assessment Example

The student chose a focused, testable question with a clear biological context and a purposeful connection to a real observation.

The student described the procedure in enough detail that another reader could follow most of the investigation.

The student showed awareness of important design factors such as replication, ripeness classification, and the need to control conditions.

The research question still contains vague language, especially around what counts as the structural-change endpoint.

Several methodological choices are more listed than explained, so the rationale for key controls and measurements is not fully developed.

Some procedural details remain ambiguous or inconsistent, which reduces the overall reproducibility of the method.

The student presents raw data, processed summaries, and statistical treatment in a way that makes the investigation easy to trace overall.

The student calculates means and standard deviations appropriately and uses a non-parametric test that fits the comparison they chose.

The student makes a genuine attempt to include uncertainty and variation rather than presenting only a single result per group.

Some of the data recording and uncertainty notation is unclear or imprecise, which makes parts of the analysis harder to interpret confidently.

The glucose results do not provide a useful quantitative trend because the readings are saturated at the same maximum value.

The analysis does not fully resolve the role of uncertainty, and some graphical presentation choices weaken the clarity of the processed results.