IB Biology SL Internal Assessment Example

The student sets up a focused investigation with clearly stated temperature conditions and a relevant biological context.

The student includes several sensible controls and methodological details that show awareness of how to make the comparison fair.

The student's procedure is structured well enough that another reader can broadly understand how the investigation was intended to work.

The research question and the measured variable are not fully aligned, because pH is used as a proxy for decay without being clearly justified.

Several important controls and implementation details are missing, such as how temperatures were monitored and how berries were selected for similar ripeness and size.

Some parts of the method are too vague for full replication, especially the repeated sampling and pH-paper use.

The student records and summarises the raw readings in a way that makes the overall data pattern understandable.

The student calculates means and standard deviations appropriately for repeated measurements.

The student's graphs and tables show that they are trying to present the processed data in a structured way.

Some figures and captions are not as precise as they could be, and a few labels or numbering choices reduce clarity.

The uncertainty treatment is only partial, because the stated measurement uncertainty is not consistently built into the analysis or graphing.

The processing does not fully match the research question, because it does not directly calculate or compare a decay-rate measure across the temperature groups.