Extended Essay Guide

Physics
2011

INTRODUCTION.........................................................................................................4
The extended essay is:..................................................................................................4 Ai s..............................................................................................................................! ent "#$ecti%es..................................................................................................!

Assess

Res&"nsi#i'ities "( the student......................................................................................! Rec" Rec" ended: thin)s t" d" .........................................................................................* ended: thin)s t" a%"id .....................................................................................+

,RITING AND RE-EARC.ING T.E E/TENDED E--A0...............................................1

,2itin) the extended essay...........................................................................................1 Formal Presentation of the extended essay......................................................9 The length of the extended essay...................................................................9 Title............................................................................................................9 Abstract.......................................................................................................9 Contents page..............................................................................................9 Illustrations................................................................................................10 Appendices footnotes and endnotes..............................................................10 The 2esea2ch &2"cess ..................................................................................................10 De(ine y"u essay 3uesti"n (i2st....................................................................................12 !riting an essay "uestion............................................................................1# $ey%ords...................................................................................................1# Ch""se the c"22ect s"u2ces..........................................................................................12 ."4 t" (ind y"u2 s"u2ces (ast......................................................................................12 I can5t (ind it "n G"")'e6 4he2e d" I '""78...................................................................19 All topics....................................................................................................1& 'umanities ( )iterature...............................................................................1& *ciences....................................................................................................1+ ,ncyclopaedias...........................................................................................1.aga/ines..................................................................................................1e0oo1s......................................................................................................1-

RE:ERENCING6 ;I;<IOGRAP.IE- AND CITATION-..................................................1*

,hat is a #i#'i")2a&hy8...............................................................................................1* ,hat is a citati"n8.......................................................................................................1* Exa &'es "( citati"n = #i#'i")2a&hy............................................................................1+ !ebsite.....................................................................................................12 e3boo1.......................................................................................................12 Image online..............................................................................................12 Inter4ie%...................................................................................................12

GENERIC E/TENDED E--A0 :EED;AC> :OR?..........................................................11 E/TENDED E--A0 -TUD0 P<AN...............................................................................21 P.0-IC- E/TENDED E--A0 GUIDE..........................................................................22
-" e -cience Gene2a' Guide'ines:...............................................................................22

P.0-IC- GUIDE.......................................................................................................29
Ch"ice "( t"&ic.............................................................................................................24 ,amples of titles.........................................................................................#+ T2eat ent "( the t"&ic.................................................................................................2* Introduction to the essay.............................................................................#2

Inte2&2etin) the assess ent c2ite2ia...........................................................................21 Criterion A5 research "uestion......................................................................#6 Criterion 05 introduction..............................................................................#9 Criterion C5 in4estigation.............................................................................#9 Criterion 75 1no%ledge and understanding of the topic studied.........................#9 Criterion ,5 reasoned argument....................................................................#9 Criterion F5 analytical and e4aluati4e s1ills appropriate to the sub8ect................#9 Criterion 95 use of language appropriate to the sub8ect...................................#9 Criterion '5 conclusion.................................................................................&0 Criterion I5 formal presentation....................................................................&0 Criterion :5 abstract....................................................................................&0 Criterion $5 holistic 8udgment.......................................................................&0 O2)anisin) y"u2 Physics Essay....................................................................................90 The ,2itin) O2de2 "( y"u2 Physics EE..........................................................................91 Exa ine2s Re&"2t 2010 @ Physics................................................................................91

..............................................................................................................................41

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Int2"ducti"n
The extended essay is an in3depth study of a focused topic chosen from the list of appro4ed 7iploma Programme sub8ects;normally one of the student<s six chosen sub8ects for the I0 diploma. It is intended to promote high3le4el research and %riting s1ills intellectual disco4ery and creati4ity. It pro4ides students %ith an opportunity to engage in personal research in a topic of their o%n choice under the guidance of a super4isor =a teacher in the school>. This leads to a ma8or piece of formally presented structured %riting in %hich ideas and findings are communicated in a reasoned and coherent manner appropriate to the sub8ect chosen. It is recommended that completion of the %ritten essay is follo%ed by a short concluding inter4ie% or viva voce %ith the super4isor. The extended essay is assessed against common criteria interpreted in %ays appropriate to each sub8ect.

The extended essay is:

c" &u's"2y for all 7iploma Programme students exte2na''y assessed and in combination %ith the grade for theory of 1no%ledge contributes up to three points to the total score for the I0 diploma a &iece "( inde&endent 2esea2chAin%esti)ati"n on a topic chosen by the student in cooperation %ith a super4isor in the school chosen from the list of a&&2"%ed Di&'" a P2")2a e su#$ects published in the Vade Mecum presented as a ("2 a' &iece "( sch"'a2shi& containing n" "2e than 46000 4"2ds the result of approximately 40 h"u2s of %or1 by the student concluded %ith a sh"2t inte2%ie4 or viva voce %ith the super4ising teacher =recommended>.

In the 7iploma Programme the extended essay is the prime example of a piece of %or1 %here the student has the opportunity to sho% 1no%ledge understanding and enthusiasm about a topic of his or her choice. In those countries %here it is the norm for inter4ie%s to be re"uired prior to acceptance for employment or for a place at uni4ersity the extended essay has often pro4ed to be a 4aluable stimulus for discussion.

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The ai s "( the extended essay a2e t" &2"%ide students 4ith the "&&"2tunity t": pursue independent research on a focused topic de4elop research and communication s1ills de4elop the s1ills of creati4e and critical thin1ing engage in a systematic process of research appropriate to the sub8ect experience the excitement of intellectual disco4ery.

Assess
1. #. &. +.

ent "#$ecti%es

In 4"27in) "n the extended essay6 students a2e ex&ected t": plan and pursue a research pro8ect %ith intellectual initiati4e and insight formulate a precise research "uestion gather and interpret material from sources appropriate to the research "uestion structure a reasoned argument in response to the research "uestion on the basis of the material gathered -. present their extended essay in a format appropriate to the sub8ect ac1no%ledging sources in one of the established academic %ays ?. use the terminology and language appropriate to the sub8ect %ith s1ill and understanding 2. apply analytical and e4aluati4e s1ills appropriate to the sub8ect %ith an understanding of the implications and the context of their research. @ote5 material has different meanings in different sub8ects. It may be data from experiments information from inter4ie%s or secondary sources from reading.

Res&"nsi#i'ities "( the student

It is 2e3ui2ed that students: choose a topic that fits into one of the sub8ects on the appro4ed extended essay list =in the Vade Mecum> obser4e the regulations relating to the extended essay meet deadlines ac1no%ledge all sources of information and ideas in an appro4ed academic manner. It is st2"n)'y 2ec" ended that students: start %or1 early thin1 4ery carefully about the research "uestion for their essay plan ho% %hen and %here they %ill find material for their essay plan a schedule for both researching and %riting the essay including extra time for delays and unforeseen problems record sources as their research progresses =rather than trying to reconstruct a list at the end> ha4e a clear structure for the essay itself before beginning to %rite chec1 and proofread the final 4ersion carefully ma1e sure that all basic re"uirements are met =for example all students should get full mar1s for the abstract>.

Rec"

ended: thin)s t" d"

;e("2e sta2tin) 4"27 "n the extended essay6 students sh"u'd: read the assessment criteria read pre4ious essays to identify strengths and possible pitfalls spend time %or1ing out the research "uestion =imagine the finished essay> %or1 out a structure for the essay

Du2in) the 2esea2ch &2"cess6 and 4hi'e 42itin) the essay6 students sh"u'd: start %or1 early and stic1 to deadlines maintain a good %or1ing relationship %ith their super4isor construct an argument that relates to the research "uestion use the library and consult librarians for ad4ice record sources as they go along =rather than trying to reconstruct a list at the end> choose a ne% topic and a research "uestion that can be ans%ered if there is a problem %ith the original topic use the appropriate language for the sub8ect let their interest and enthusiasm sho%.

A(te2 c"

&'etin) the essay6 students sh"u'd:

%rite the abstract chec1 and proofread the final 4ersion carefully.

Rec"
Exa

ended: thin)s t" a%"id

enti"n these thin)s t" #e a%"ided at a'' c"sts.

ine2s5 2e&"2ts

*tudents should not %or1 %ith a research "uestion that is t"" #2"ad or t"" %a)ue t"" na22"4 t"" di((icu't "2 ina&&2"&2iate. A good research "uestion is one that as1s something %orth as1ing and that is ans%erable %ithin +0 hoursA+ 000 %ords. It should be clear %hat %ould count as e4idence in relation to the "uestion and it must be possible to ac"uire such e4idence in the course of the in4estigation. I( a student d"es n"t 7n"4 4hat e%idence is needed6 "2 cann"t c"''ect such e%idence6 it 4i'' n"t #e &"ssi#'e t" ans4e2 the 2esea2ch 3uesti"n. In additi"n6 students sh"u'd n"t: forget to analyse the research "uestion ignore the assessment criteria collect material that is irrele4ant to the research "uestion use the Internet uncritically plagiari/e merely describe or report =e4idence must be used to support the argument> repeat the introduction in the conclusion cite sources that are not used.

The "2e #ac7)2"und a student has in the su#$ect6 the #ette2 the chance he "2 she has "( 42itin) a )""d extended essay. Ch""sin) t" 42ite the extended essay in a su#$ect that is n"t #ein) studied as &a2t "( the Di&'" a P2")2a e "(ten 'eads t" '"4e2 a27s.

,2itin) and 2esea2chin) the extended essay

,2itin) the extended essay
The structure of the essay is 4ery important. This is ho% students organi/e their argument ma1ing best use of the e4idence gathered. These are the 2e3ui2ed e'e ents of the final %or1B more details about each are gi4en in the next section. Please note that the order in %hich they are presented here is not necessarily the order in %hich they should be %ritten.

Tit'e &a)e A#st2act C"ntents &a)e Int2"ducti"n ;"dy Bde%e'"& entA eth"dsA2esu'tsC C"nc'usi"n Re(e2ences = #i#'i")2a&hy A&&endices

*tudents should use the chosen system of acade ic 2e(e2encin) as soon as they start %riting =.)A is preferred by 0I*>. That %ay they are less li1ely to forget to include a citation. It is also easier than trying to add references at a later stage. .ost modern %ord processors are helpful %ith this. *ome students draft the introduction first. If students do that they must be prepared to re4ise it once the essay is complete. The main tas1 is %riting the body of the essay %hich should be presented in the form of a 2eas"ned a2)u ent. The form of this 4aries %ith the sub8ect of the essay but =see sub8ect section> as the argument de4elops it should be clear to the reader %hat rele4ant e4idence has been disco4ered %hereAho% it has been disco4ered and ho% it supports the argument. In most sub8ects sub3headings %ithin the main body of the essay %ill help the reader to understand the argument =and %ill also help the student to 1eep on trac1>. Cnce the main body of the essay is complete it is possible to finali/e the int2"ducti"n =%hich tells the reader %hat to expect> and the c"nc'usi"n =%hich says %hat has been achie4ed including notes of any limitations and any "uestions that ha4e not been resol4ed>. Any information that is important to the argument should not be included in appendices or footnotesAendnotes. The exa ine2 is n"t #"und t" 2ead n"tes "2 a&&endices6 s" an essay that is n"t c" &'ete in itse'( 4i'' '"se a27s. *tudents need to chec1 that they ha4e cited s"u2ces ("2 a'' ate2ia' that is n"t thei2 "4n6 and that the citations are complete and consistent %ith the chosen referencing system. The bibliography should list only the sources used in the essay. The %hole essay needs to be proofread carefully =computer spelling and grammar chec1ers are useful but %ill not do e4erything>. Pages must be numbered and the contents page must be completed. The abstract is normally %ritten last. 6

:"2 a' P2esentati"n "( the extended essay The extended essay should be %ritten in a clear correct and formal academic style appropriate to the sub8ect from %hich the topic is dra%n. The 'en)th "( the extended essay The upper limit is + 000 %ords for all extended essays. This upper limit includes the introduction the body the conclusion and any "uotations but does not include5 the abstract ac1no%ledgments the contents page maps charts diagrams annotated illustrations and tables e"uations formulas and calculations citationsAreferences =%hether parenthetical or numbered> footnotes or endnotes the bibliography appendices. Essays c"ntainin) "2e than 46000 4"2ds a2e su#$ect t" &ena'ties and exa a2e n"t 2e3ui2ed t" 2ead ate2ia' in excess "( the 4"2d 'i it. ine2s

*tudents %riting their extended essay in :apanese or Chinese should use the follo%ing con4ersions. :apanese5 1 %ord D approximately # :apanese characters Chinese5 1 %ord D approximately 1.# Chinese characters Tit'e The title should pro4ide a clear indication of the focus of the essay. It should be precise and not necessarily phrased in the form of a "uestion. A#st2act An abstract not exceeding &00 %ords must be included %ith the essay submitted. It does not ser4e as an introduction but presents an o4er4ie% of the extended essay and should therefore be %ritten last. The inclusion of an abstract is designed to allo% readers to understand "uic1ly the contents of the extended essay. The abstract should be typed or %ord processed on one side of a sheet of paper and placed immediately after the title page. The ini u 2e3ui2e ents ("2 the a#st2act a2e ("2 it t" state c'ea2'y: the research "uestion being in4estigated the scope of the in4estigation the conclusion=s> of the extended essay.

C"ntents &a)e A contents page must be pro4ided at the beginning of the extended essay and all pages should be numbered. An index is not re"uired. 9

I''ust2ati"ns Presentation and o4erall neatness are important and it is essential that illustrati4e material if included is %ell set out and used effecti4ely. 9raphs diagrams tables and maps are effecti4e only if they are clearly labelled and can be interpreted %ith ease. All such material that is incorporated into the extended essay must be directly related to the text and ac1no%ledged %here appropriate. The use of photographs and other images is acceptable only if they are captioned andAor annotated and are used to illustrate a specific point made in the extended essay. A&&endices6 (""tn"tes and endn"tes Appendices footnotes and endnotes are not an essential section of the extended essay and examiners are not re"uired to read them so care should be ta1en to include all information of direct rele4ance to the analysis and argument in the main body of the essay. An essay that attempts to e4ade the %ord limit by adding material in appendices ris1s losing mar1s under se4eral criteria. Enless considered essential complete lists of ra% data should not be included in the extended essay. *tudents should not constantly refer to material presented in an appendix as this may disrupt the continuity of the essay. I( y"u need "2e he'& 42itin)6 the2e a2e any 42itin) )uides "n the 'i#2a2y 4e#site: htt&:AA#is'i#.4i7is&aces.c" A,2itin)DGuides

The 2esea2ch &2"cess

,hen 2esea2chin) the extended essay6 students sh"u'd d" the ("''"4in): 1. Choose a 7iploma Programme sub8ect =e.g. 'istory> for the extended essay and read the assessment criteria and the rele4ant sub8ect guide. #. Choose a topic =e.g. causes of !!II>. &. Formulate a %ell3focused research "uestion. +. Plan the in4estigation and %riting process. F Identify ho% and %here they %ill gather material. F Chec1 the school<s deadlines for %riting. -. Plan a structure =outline %ith headings> for the essay. This may change as the in4estigation de4elops but it is useful to ha4e a sense of direction. ?. Enderta1e some preparatory reading. F If students disco4er that it %ill not be possible to obtain the e4idence needed in the time a4ailable the research "uestion should be changed. *tudents should go bac1 to stage 1. 2. Carry out the in4estigation. F The material gathered should be used in the essay in a logical order to create a strong argument. *tudents should be prepared for things to go %rong. *ometimes they may 10

disco4er something later in the in4estigation that undermines their earlier %or1. If that happens the in4estigation plan needs to be re4ised %ith the super4isor.

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De(ine y"u essay 3uesti"n (i2st

0efore you begin to search for information collect notes or start %riting G first you must accurately define your "uestion. There are # important stages you must do e4en before you turn on a computer5 1. !rite your complete essay "uestion. #. !rite a list of 1ey%ords for your essay. ,2itin) an essay 3uesti"n The essay "uestion states the main dri4e of your essay. Hou must ha4e one before you start %riting but you may change it as your %or1 de4elops. It must describe your topic and your point of 4ie% usually in one sentence . It does not offer details. The introduction %ill gi4e the context %hy it<s important. 'ere are some examples of %hat a good "uestion =sometimes called a thesis statement> is ( is not5 http5AA%%%.indiana.eduAI%tsApamphletsAthesisJstatement.shtmlKstrongthesis >ey4"2ds $ey%ords are the expert 4ocabulary of your topic area. They impro4e your %riting and ma1e your internet searches faster. Hou should use them in your %riting because they demonstrate that you understand the sub8ect content. They %ill also be mentioned all o4er the best %ebsites you %ill be searching for. Ta1e - minutes to %rite a list of 1ey%ords before you start searching it %ill sa4e your hours in the long run because all your search results %ill be better "uality. If you %ant a good search never use Google with less than 3 keywords. If you can<t thin1 of any 1ey%ords start %ith your "uestion5 e.g. 7oes the addition of e3learning systems impro4e the performance of students in mathematicsL Then add any other %ords you thin1 are important e.g. online digital school grades maths. ,asyM

Ch""se the c"22ect s"u2ces

Hour essay must include a mixture of sources from5 %ebsites boo1s 8ournals ne%s items primary sources your o%n research. 0"u 4i'' '"se a27s ("2 "%e2@usin) ,i7i&edia. 0"u 4i'' '"se a27s i( y"u "n'y ha%e inte2net s"u2ces. Also you cannot trust e4erything on the internet must learn %hat is useful and %hat is not. If you<re unsure go here5 http5AAbislib.%i1ispaces.comAfileAdetailAN,A)O3OTestingO!ebsites.doc

."4 t" (ind y"u2 s"u2ces (ast

First this means mastering 9oogle. 7o you 1no% ho% to use ad4anced search techni"uesL The top %ebsites on a 9oogle search %ill usually be ad4ertising to stop this you must use ad4anced search techni"ues. This includes techni"ues such as5 0oolean @esting Truncation ( Phrase search. If you don<t 1no% %hat these are go and learn about them on the library %ebsite5 http5AAbislib.%i1ispaces.comA*uperO*earching

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I can5t (ind it "n G"")'e6 4he2e d" I '""78

Did y"u 7n"4 that !0E "( the inte2net is in%isi#'e t" G"")'e = 0ah""F8 -" y"u 4i'' ha%e t" use "2e than "ne sea2ch en)ine. There are specialist search engines that are designed to find documents 8ust for *ciences or 'istory or Art. They %ill find better "uality information and they can loo1 in to the hidden corners of the internet. A'' t"&ics Guestia htt&:AA444.3uestia.c" A This is a uni4ersity style database that the school buys for ,, research. It has e3boo1s 8ournal maga/ines ne%spapers and more. As1 the library for a pass%ord. Intute http5AA%%%.intute.ac.u1A 0uilt by a consortium of se4en uni4ersities in the E$. Infomine http5AAinfomine.ucr.eduA 0uilt by a consortium of uni4ersities in the E*A. The Internet Public )ibrary http5AA%%%.ipl.orgA This list of good %ebsites assembled by a group of American uni4ersities. The !!! Pirtual )ibrary http5AA4lib.orgA The P) is the oldest catalogue of the %eb. It %as started by Tim 0erners3)ee %ho basically created the internet %hen he %rote 'T.). 0E0) )in1 http5AAbubl.ac.u1Alin1A This directory uses the 7e%ey 7ecimal system to organise %ebsites A7T http5AAadt.caul.edu.auA The Australian 7igital Thesis Program publishes uni4ersity thesis online for free. 7CA: 7atabase of Cpen Access :ournals. A single search of #-00 free academic 8ournals online. .u anities = <ite2atu2e 0i/ed reference page http5AA%%%.bi/ed.co.u1AreferenceAindex.htm ,specially good for charts and diagrams of business concepts Alco4e 9 http5AA%%%.loc.go4ArrAmainAalco4e9A This is a list of great pages assembled by the )ibrary of Congress in America.

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,ldis http5AA%%%.eldis.orgA 7e4elopment ( ,n4ironment G ne%s dossiers on current issues country profiles Forced .igration Cnline http5AA%%%.forcedmigration.orgA Nefugees health education human rights etc 3 from Cxford Eni4ersity Institute of historical research http5AA%%%.history.ac.u1Apro8ectsAhistory3in3focus Nesources from their o%n history research free online. Psych!eb http5AA%%%.psych%%%.comA A list of "uality Psychology %ebsites chosen by a professor in psychology. PA7* http5AA%%%.4ads.ac.u1A A Visual arts & Design database. Contains pictures %eblin1s and articles. -ciences *cirus http5AA%%%.scirus.comA 0iggest science search on the internet. *earches 8ournals ( %ebsites =%ebsites are free>. arQi4.org http5AAarxi4.orgA A *cience ( .aths database from Cornell Eni4ersity. The national 7igital *cience )ibrary http5AAnsdl.orgAsearchA Aggregates documents from many other sources under one search engine )oci http5AAmathdl.maa.orgAmath7)A#&A The .athematical Association of AmericaRs online 8ournal and collection of pri/e %inning articles. )CC Pirtual Neference *helf http5AA%%%.loc.go4ArrAas1alibA4irtualref.htmlKscience A list of free %eb resources that ha4e been chec1ed by science experts. A.*,N http5AAamser.orgAindex.phpLPD'ome A repository of maths documents for sharing.

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Encyc'"&aedias Also don<t forget that the best o4er4ie%s on a sub8ect are al%ays found in encyclopaedias. ,ncyclopaedias are the best place to start research but the %orst place to finish it. ,ncyclopedia.com Columbia ,ncyclopedia Cxford<s !orld ,ncyclopaedia ,ncyclopedia of !orld 0iography and Cxford Poc1et 7ictionary all in one placeM ?a)aHines 9ood "uality ne%s 8ournals are a good source for your research especially for current information ( trends. !e ha4e se4eral good maga/ines a4ailable in the library they co4er5 science economics business art geography history and more. Hou can find them on display in the library or e4en better you can go to their %ebsites and 9oogle search all their past issues for your topic. 9o to this page for the addresses pass%ords etc5 http5AAbislib.%i1ispaces.comACnlineOsubscriptions e;""7s There<s a lot of free boo1s a4ailable on the internet. The ad4antage of an e0oo1 is that you can search all the text for your 1ey%ords so it<s easy to find the sections you need. Try these sites5 9oogle0oo1s http5AAboo1s.google.comA 0oo1s a4ailable as full pre4ie% or no 4ie%. *elect settings in the left column. e*cholarship ,ditions http5AApublishing.cdlib.orgAucpresseboo1sA *ome pay per 4ie% many free. Free boo1s can be chosen as a bro%ser setting %hen searching. 0artleby.com http5AA%%%.bartleby.comA *earchable library of full3text classic reference %or1s 4erse fiction and non3fiction. .anyboo1s.net http5AAmanyboo1s.netA This site offers free eboo1s in many mobile formats. Pro8ect 9utenberg http5AA%%%.gutenberg.orgA%i1iA.ainJPage The first digital library of e0oo1s offering more than #0 000 free public domain full3text %or1s.

I( y"u 4ant "2e )ene2a' 2esea2ch 'in7s6 )" t" the 'i#2a2y 4e#&a)e: htt&:AA#is'i#.4i7is&aces.c" ARe(e2enceD<in7s

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Re(e2encin)6 ;i#'i")2a&hies and Citati"ns

An extended essay must reflect intellectual honesty in research practices and %riting. Producing accurate citations and a bibliography is a s1ill that students should be see1ing to perfect before entering uni4ersity. 7ocumenting research in this %ay is 4ital5 it allo%s readers to e4aluate the e4idence for themsel4es and it sho%s the student has researched the topic %ell. :ai'u2e t" c" &'y 4ith this 2e3ui2e ent 4i'' #e %ie4ed as &'a)ia2is and 4i''6 the2e("2e6 #e t2eated as a case "( a'&2actice. This ay 2esu't in a (ai'in) )2ade.

,hat is 2e(e2encin)8
Neferencing is a %ay of indicating to the reader %here information has been obtained and pro4ides all the information needed to find the source material. Esually the minimum necessary is5 author date and publisher. Neferences must be gi4en %hene4er someone else<s %or1 idea or %ords are "uoted or summari/ed. Neferences can come from many different sources including boo1s maga/ines 8ournals ne%spapers e3mails Internet sites and inter4ie%s. Internet references should include the %eb site address the date it %as accessed.

,hat is a #i#'i")2a&hy8
A bibliography is an alphabetical list of e4ery source used to research and %rite the essay. *ources that are not cited in the body of the essay should not be included in the bibliography. There are many different bibliography styles a4ailable the only rule is that you must choose one and use it throughout your essayB ne4er change citation style half %ay. The sch""' su&&"2ts any citati"n sty'e #ut &2e(e2s ?<A sty'e.

,hat is a citati"n8
A citation is a short3hand method of ma1ing a reference in the body of an essay %hich pro4ides enough information to find the full reference in the bibliography. Esually this is author date and sometimes page number. The citation is short so as not to interfere %ith ease of reading. 0"u ust ensu2e that a'' ideas and e%idence su# itted a2e a&&2"&2iate'y 2e(e2enced i( they a2e n"t y"u2 "4n Bi.e. c" e (2" 2esea2ched s"u2cesC. E%e2y yea2 students (ai' t" "#tain thei2 di&'" a #ecause they ha%e n"t (u''y 2e(e2enced thei2 extended essay. It is %ita' that y"u d".

G" t" the 'i#2a2y 4e#site ("2 tut"2ia's6 exa &'es6 and 4e#@ )uides that 4i'' he'& y"u 42ite #i#'i")2a&hies: htt&:AA#is'i#.4i7is&aces.c" ACitati"nDE2*D;i#'i")2a&hy 1?

Exa

&'es "( citati"n = #i#'i")2a&hy

I( y"u2 exa &'e is n"t he2e "2 y"u a2e unsu2e6 )" t" the Easy;i# 4e#site: htt&:AA444.easy#i#.c" A ;""7 #y a sin)'e auth"2 Citation5 =Castle #001> 0ibliography5 Castle 9regory. Modernism and the Celtic Revival. @e% Hor15 Cambridge EP #001. Print. @ote5 %hen there is no author substitute the title. ;""7 #y t4" "2 "2e auth"2s Citation5 =$elly and 0rac1 1921> 0ibliography5 $elley Nobert ,. and C. .. 0rac1. Samuel Johnson s !arly "iogra#hers. Io%a City5 Eni4ersity of Io%a Print 1921. Print. @ote5 9i4e the names in the same order as the title page not necessarily in alphabetical order. A2tic'e in a $"u2na' "2 a)aHine Citation5 =Pic1eroy 199? 913109> 0ibliography5 Pic1eroy )aurie. SThe Politics of Abuse5 The Traumati/ed Child in Toni .orrison and .arguerite 7uras.T Mosaic maga$ine #9.# =199?>5 913109. Print. @ote5 the article title is in speech mar1s the maga/ine title is in italic. ,e#site Citation5 =,ncyclopedia 0ritannica #009> 0ibliography5 TNoyal *ha1espeare Company.T ,ncyclopedia 0ritannica Cnline. !ncyclo#edia "ritannica% #009. !eb. #1 :uly #009. http5AA%%%.britannica.comA,0chec1edAtopicA-11-20ANoyal3*ha1espeare3Company3N*C e@#""7 Citation5 =@esbit 1906> 0ibliography5 @esbit ,. "allads and &yrics o' Socialism% ())3*(+,)%. )ondon5 Fabian *ociety 1906. ,boo1. http5AAboo1s.google.comAboo1sL idD:8c!AAAAHAA:(d"D0alladsOandO)yricsOofO*ocialism.(hlDen(eiDCm6tTH8+I.u'caa?J)sI (saDQ(oiDboo1Jresult(ctDresult(resnumD1(4edD0CC.U?A,%AA I a)e "n'ine Citation5 ='arper n.d.> 0ibliography5 'arper Nichard. -th July .,(,% /0% 3-th & (.th. 7igital image. 011 Photography. n.d. !eb. 1# :an. #011. Vhttp5AArichb11.comAslidesho%sAurbanA+thJ8ulyA+th8uly.htmlW. @ote5 n.d. means there %as no date a4ailable Inte2%ie4 Citation5 =Inter4ie% %ith .r Arch #010> 0ibliography5 TInter4ie% %ith .r Arch.T Telephone inter4ie% by Alan :ac"ues. 1# 7ec. #010. :"2 "2e exa &'es6 )" t": htt&:AA444.'i#.4ashin)t"n.eduAhe'&A)uidesA44?<A.&d( 12

Gene2ic Extended Essay :eed#ac7 :"2

A: 2esea2ch 3uesti"n
Desc2i&t"2 The research "uestion is not stated in the introduction or does not lend itself to a systematic in4estigation in an extended essay in the sub8ect in %hich it is registered. The research "uestion is stated in the introduction but is not clearly expressed or is too broad in scope to be treated effecti4ely %ithin the %ord limit. The research "uestion is clearly stated in the introduction and sharply focused ma1ing effecti4e treatment possible %ithin the %ord limit. Achie%e ent 'e%e' 0 C" ents

;: int2"ducti"n
Desc2i&t"2 )ittle or no attempt is made to set the research "uestion into context. There is little or no attempt to explain the significance of the topic. *ome attempt is made to set the research "uestion into context. There is some attempt to explain the significance of the topic and %hy it is %orthy of in4estigation. The context of the research "uestion is clearly demonstrated. The introduction clearly explains the significance of the topic and %hy it is %orthy of in4estigation. Achie%e ent <e%e' 0 C" ents

C: in%esti)ati"n
Desc2i&t"2 There is little or no e4idence that sources ha4e been consulted or data gathered and little or no e4idence of planning in the in4estigation. A range of inappropriate sources has been consulted or inappropriate data has been gathered and there is little e4idence that the in4estigation has been planned. A limited range of appropriate sources has been consulted or data has been gathered and some rele4ant material has been selected. There is e4idence of some planning in the in4estigation. A sufficient range of appropriate sources has been consulted or data has been gathered and rele4ant material has been selected. The in4estigation has been satisfactorily planned. An imaginati4e range of appropriate sources has been consulted or data has been gathered and rele4ant material has been carefully selected. The in4estigation has been %ell planned. Achie%e ent <e%e' 0 C" ents

&

D: 7n"4'ed)e and unde2standin) "( the t"&ic studied

Desc2i&t"2 The essay demonstrates no real 1no%ledge or understanding of the topic studied. The essay demonstrates some 1no%ledge but little understanding of the topic studied. The essay sho%s little a%areness of an academic Achie%e ent <e%e' 0 1 C" ents

16

context for the in4estigation. The essay demonstrates an ade"uate 1no%ledge and some understanding of the topic studied. The essay sho%s some a%areness of an academic context for the in4estigation. The essay demonstrates a good 1no%ledge and understanding of the topic studied. !here appropriate the essay successfully outlines an academic context for the in4estigation. The essay demonstrates a 4ery good 1no%ledge and understanding of the topic studied. !here appropriate the essay clearly and precisely locates the in4estigation in an academic context.

&

E: 2eas"ned a2)u

ent
Achie%e ent <e%e' 0 1 C" ents

Desc2i&t"2 There is no attempt to de4elop a reasoned argument in relation to the research "uestion. There is a limited or superficial attempt to present ideas in a logical and coherent manner and to de4elop a reasoned argument in relation to the research "uestion. There is some attempt to present ideas in a logical and coherent manner and to de4elop a reasoned argument in relation to the research "uestion but this is only partially successful. Ideas are presented in a logical and coherent manner and a reasoned argument is de4eloped in relation to the research "uestion but %ith some %ea1nesses. Ideas are presented clearly and in a logical and coherent manner. The essay succeeds in de4eloping a reasoned and con4incing argument in relation to the research "uestion.

&

:: a&&'icati"n "( ana'ytica' and e%a'uati%e s7i''s a&&2"&2iate t" the su#$ect
Desc2i&t"2 The essay sho%s no application of appropriate analytical and e4aluati4e s1ills. The essay sho%s little application of appropriate analytical and e4aluati4e s1ills. The essay sho%s some application of appropriate analytical and e4aluati4e s1ills %hich may be only partially effecti4e. The essay sho%s sound application of appropriate analytical and e4aluati4e s1ills. The essay sho%s effecti4e and sophisticated application of appropriate analytical and e4aluati4e s1ills. Achie%e ent <e%e' 0 1 C" ents

# & +

G: use "( 'an)ua)e a&&2"&2iate t" the su#$ect

Desc2i&t"2 The language used is inaccurate and unclear. There is no effecti4e use of terminology appropriate to the sub8ect. The language used sometimes communicates clearly but does not do so consistently. The use of terminology appropriate to the sub8ect is only partly accurate. The language used for the most part communicates clearly. The use of terminology appropriate to the sub8ect is usually accurate. Achie%e ent <e%e' 0 1 C" ents

19

The language used communicates clearly. The use of terminology appropriate to the sub8ect is accurate although there may be occasional lapses. The language used communicates clearly and precisely. Terminology appropriate to the sub8ect is used accurately %ith s1ill and understanding.

&

.: c"nc'usi"n
Desc2i&t"2 )ittle or no attempt is made to pro4ide a conclusion that is rele4ant to the research "uestion. A conclusion is attempted that is rele4ant to the research "uestion but may not be entirely consistent %ith the e4idence presented in the essay. An effecti4e conclusion is clearly statedB it is rele4ant to the research "uestion and consistent %ith the e4idence presented in the essay. It should include unresol4ed "uestions %here appropriate to the sub8ect concerned. Achie%e ent <e%e' 0 1 C" ents

I: ("2

a' &2esentati"n
Desc2i&t"2 Achie%e ent <e%e' 0 1 # & + C" ents

The formal presentation is unacceptable or the essay exceeds + 000 %ords. The formal presentation is poor. The formal presentation is satisfactory. The formal presentation is good. The formal presentation is excellent.

The re"uirements for the abstract are for it to state clearly the research "uestion that %as in4estigated ho% the in4estigation %as underta1en and the conclusion=s> of the essay. Desc2i&t"2 Achie%e ent <e%e' C" ents The abstract exceeds &00 %ords or one or more of the re"uired 0 elements of an abstract =listed abo4e> is missing. The abstract contains the elements listed abo4e but they are not all clearly stated. The abstract clearly states all the elements listed abo4e. 1 #

I: a#st2act

>: h"'istic $ud)

ent

=Cb8ecti4e 1> The purpose of this criterion is to assess the "ualities that distinguish an essay from the a4erage such as intellectual initiati4e depth of understanding and insight. !hile these "ualities %ill be clearly present in the best %or1 less successful essays may also sho% some e4idence of them and should be re%arded under this criterion. Desc2i&t"2 Achie%e ent <e%e' C" ents The essay sho%s no e4idence of such "ualities. The essay sho%s little e4idence of such "ualities. The essay sho%s some e4idence of such "ualities. The essay sho%s clear e4idence of such "ualities. The essay sho%s considerable e4idence of such "ualities. 0 1 # & +

#0

Extended Essay -tudy P'an

-tudent: -u#$ect:

Tit'e A Guesti"n:

Re'e%ant sy''a#us the"2ies

?eth"d"'")y J inc'ude detai's "( s"u2ces y"u intend t" use. P2i a2y 2esea2ch &'an B4hat data d" y"u 4ant t" c"''ectA h"4 4i'' y"u )" a#"ut c"''ectin) it8A
sa &'e cha2acte2istics6 h"4 4i'' y"u2 3uesti"ns he'& y"u ans4e2 y"u2 EE tit'e 3uesti"n8C NAA i( n"t a&&'ica#'e

-ec"nda2y 2esea2ch B,hat sec"nda2y s"u2ces ha%e y"u identi(ied8 ."4 d" they he'& y"u ans4e2
y"u2 2esea2ch 3uesti"n8C

-u&e2%is"2 si)natu2e:

Date:

#1

Physics Extended Essay Guide

If you ha4e chosen to do an extended essay in the experimental science =9roup +> it is li1ely that you are planning to study science at uni4ersity. 7oing your ,, in 0iology Chemistry or Physics %ill help you %hen it comes to %riting lab reports for demanding uni4ersity TARs %ho are generally graduate students %or1ing on a thesis of some 1ind. Hour ,, in a 9roup + sub8ect should loo1 li1e a 4ery long lab report or submission to a scientific 8ournal. It is highly recommended that your in4estigation be data3based. A relati4ely simple experiment could gi4e you a higher end result than a more complex literature3based essay %here you %ould be using data collected by persons other than yourself. $eep in mind though that experiments %ith commonly31no%n results are unacceptable for an extended essay in4estigation. If you choose to do a literature3based essay you %ill be re"uired to present and discuss data and put it into a ne% context or interpretation. It is not sufficient to do a summary essay based on %hat you ha4e read G there must be analysis and interpretation that is yours and yours alone. Negarding choice of topic please ensure that your topic fits specifically %ithin 0iology Chemistry or Physics. .any students start out %ith topics that are in3bet%een sub8ect areas =such as 0iochemistry or .edicine> and are often inappropriate for an ,, in *cience. Chec1 the current ,, guide for sub8ect3specific guidance. The follo%ing headings should be used to organi/e your essay5

-"

e -cience Gene2a' Guide'ines:

1. Introduction G this should be the last section of your essay that gets %ritten. It must include the follo%ing sub3headings5 Nesearch Uuestion should 4ery early in the introduction. Hour extended essay mentor can help you design a good research "uestion. 'ypothesis and ,xplanation of 'ypothesis %hich detail both your prediction about the outcome of your experiment and an explanation based on theory =citations are a must here> %hich supports your hypothesis. Pariables %hich should be identified as follo%s5 7ependent Controlled =both Independent and Fixed> Encontrolled In addition your introduction must include rele4ant bac1ground information. $eep in mind that the examiners are I0 teachers from your chosen sub8ect area so it is not necessary to be o4erly simplistic here. #. .aterials and .ethods G this should be %ritten in paragraph form. If you feel the need to include the minute details of your experiment =i.e. if you refer to specific steps in your error analysis for example> it may be included as an appendix. This section is %ritten in past tense since you ha4e already completed your experiment %hen you are %riting your essay. ##

&. 7ata Collection G includes your obser4ations in %ords tables and graphs. Nele4ant "ualitati4e obser4ations *ummary data tables =again ra% data could be included in an appendix if necessary> %hich include some descripti4e statistics such as means and standard de4iations. 9raphs are often a good %ay to sho% trends in your data and are most useful included %ithin the body of your essay. +. Analysis of 7ata G includes calculations such as rate of reaction and analytical statistics such as a T3test or A@CPA. Chec1 out .erlin an add3in for .*3,xcel %hich not only expands the range of graphs you can ma1e but can tell you %hat type of statistical test you should do for the type of data you collected and has built3in functions that %ill do the statistical test for you. It is a4ailable at5 http5AA%%%.hec1grammar.1ir1lees.sch.u1Aindex.phpLpD10&10. =FN,,M> -. 7iscussion G this is %here you discuss %hether or not your experiment has ans%ered your research "uestion. ,rror analysis extensions to the in4estigation and unans%ered "uestions are also included in this section. ?. Conclusion G in one to t%o paragraphs conclude your essay %ith %hat %as learned during the in4estigation. It should refer bac1 directly to the research "uestion and %hether or not the hypothesis %as correct. *ources of error may be reiterated here =briefly>. 2. Appendices G if necessary this is %here you include the details of your experimental protocol and ra% data. This is only necessary if you specifically refer to them in your essay =i.e. in the discussion>. $eep in mind that examiners are not re"uired to loo1 at your appendices so if you really need them to see something =li1e a graph> it is probably best to include it %ithin the body of your essay. 6. !or1s Cited G this is not a S0ibliographyX of all the boo1s 8ournals and %ebsites you consulted %hile %riting your ,,. Cnly list those %or1s you specifically cited in your essay. Follo% the C*, format. =*ee http5AAlibrary.osu.eduAsitesAguidesAcsegd.php for details.> 9eneral 9uidance !hen %riting 1eep in mind your audience. Academic %riting such as an extended essay re"uires more formal ,nglish than a letter email or creati4e piece. A4oid collo"uialisms and contractions and donRt add %ords 8ust to increase your %ord count. The best extended essays are bet%een &000 and &-00 %ords in length. It is a good idea to read your essay out loud G if it sounds li1e the %ay you %ould normally tal1 to your friends it is probably too informal. There are se4eral good style guides to help you %ith grammar and sentence structure. =*trun1Rs ,lements of *tyle is an excellent reference a4ailable at http5AA%%%.bartleby.comA1+1A.>

Physics Guide
O%e2%ie4 An extended essay in physics pro4ides students %ith an opportunity to apply a range of s1ills %hile researching a topic of personal interest in the field of physics. A physics extended essay is characteri/ed by a particular emphasis on physics %ithin a more general set of scientific criteria. An extended essay in physics must ta1e the form of a research paper in4ol4ing a hypothesis or a model or a critical analysis that demonstrates argumentation comparison or the extraction of rele4ant information or data. #&

The outcome of the research should be a coherent and structured piece of %riting that effecti4ely addresses a particular issue or research "uestion and arri4es at a particular and preferably personal conclusion.

Ch"ice "( t"&ic

It is important that the extended essay has a clear emphasis on physics and is not more closely related to another sub8ect. A physics extended essay should therefore ha4e a basis in physical theory and emphasi/e the essential nature of the sub8ect. An extended essay in an interdisciplinary area such as materials science %ill if registered as a physics extended essay be 8udged on its physics content not its chemical content. The purpose of the essay is not principally to inform the reader about a specific topic nor should it be a summary of the latest disco4eries in physics. The student must be personally in4ol4ed %ith the sub8ect matter and not simply an informant. The topic should represent a challenge for the student. *ome topics may be unsuitable for in4estigation because of safety issues. For example experiments in4ol4ing dangerous or carcinogenic substances radioacti4e materials lasers micro%a4es EP light noise or hea4y e"uipment should be a4oided unless ade"uate safety apparatus and "ualified super4ision are a4ailable. Typical experiments done in class not suitable in themsel4es as a basis for an extended essay can be a source of good topics. *tudents should choose a %ell3focused %ell3defined and realistic topic that allo%s for an in3 depth treatment. 0road or complex sur4ey topics for example in4estigations into blac1 holes gra4ity time machines the 'iggs particle or the fate of the uni4erse %ill not permit the student to discuss conflicting ideas and theories nor to produce an in3depth personal analysis %ithin the %ord limit. Also by definition some topics are not suitable for an extended essay in physics %hich is an experimental science %ith a specific approach and techni"ues. *tudents should also be careful to a4oid research topics that go beyond the boundaries of con4entional science for example areas that are more related to metaphysics or pseudo3 science. ,xamples of this could include the un1no%n forces of pyramids physics and 9od<s existence and extrasensory perception. Ea &'es "( tit'es The follo%ing examples of titles for physics extended essays are intended as guidance only. The pairings illustrate that focused topics =indicated by the first title> should be encouraged rather than broad topics =indicated by the second title>. SCrbital determination of a minor planetX is better than S9ra4itationX. SThe 4ariation in resistance of a %ire sub8ected to different strainsX is better than S.easuring the resisti4ity of different materialsX. SThe range 4ariation of %ater flo%ing out of a hole in a containerX is better than SAn application of 0ernoulli<s principleX. SThe impact of the resisti4ity of the metal of a pipe and the pipe<s %all thic1ness on the terminal 4elocity of a cylindrical magnet falling do%n the metallic pipeX is better than S,ddy currentsX. .oreo4er it may help if the student further defines the topic chosen for study in the form of a research "uestion follo%ed by a statement of intent that indicates %hich broad process is going to be used in ans%ering the "uestion. In this %ay the approach to the topic chosen may be e4en further clarified. *ome examples of this could be as follo%s. Title Nesearch "uestion Approach 0lac1 hole at the centre of the .il1y !ay Is it possible to determine the presence of a blac1 hole at the centre of the .il1y !ayL A data3based approach is ta1en. From the astronomical obser4ations of a star #+

Title Nesearch "uestion Approach Title Nesearch "uestion Approach Title Nesearch "uestion Approach

follo%ing a $eplerian orbit around a compact radio source the mass of a supermassi4e blac1 hole is determined. The le4el of uncertainty is appreciated. The %ine bottle as a 'elmholt/ resonator 7o %ine bottles of different shapes beha4e as 'elmholt/ resonatorsL An experimental approach is ta1en. The theoretical model is re4ie%ed %ith specific emphasis on the physical and geometrical parameters determining the resonant fre"uency. 0y blo%ing across the opening of the bottle a resonant fre"uency is produced pic1ed up and measured. The accuracy of the model is determined. The deflection of starlight by the *un<s gra4itational field !hat %ill be the angular deflection of starlight by the *un if @e%ton<s Eni4ersal )a% of 9ra4itation is appliedL A theoretical =numerical> approach is ta1en. Assuming a corpuscular model of light the motion of these corpuscles mo4ing at the speed of light in a gra4itational field is follo%ed by iteration. The results are compared to the one deri4ed from general relati4ity. The efficiency of electromagnetic damping Is the efficiency of electromagnetic damping of a mo4ing glider a function of the initial 1inetic energy of the gliderL An experimental approach is ta1en. The energy budget of a coil3carrying glider going through magnetic bra1ing on a linear air trac1 is follo%ed by comparing the mechanical energy lost to the thermal energy generated in the coil.

'o%e4er the aim of the essay may also be presented as a statement or as a hypothesis rather than an actual "uestion. *ome examples are as follo%s. The ob8ecti4e is to establish theoretically the proportionality existing bet%een the terminal 4elocity of a cylindrical magnet falling do%n a metallic pipe and the resisti4ity of the metal of the pipe as %ell as the pipe<s %all thic1ness. An experimental in4estigation follo%s. !ater %a4es are obser4ed in a long and narro% trough and their speeds are measured. It is assumed that for shallo% %ater the speed of the %a4e %ill be proportional to the s"uare root of the depth of the %ater and independent of the %a4elength. The ob8ecti4e is to establish the relationship bet%een po%er and temperature for an incandescent lamp. A retractable ballpoint %ill be used to test the la% of energy conser4ation. The ob8ecti4e is to establish an acoustic model of the concert flute. In first3hand experimental essays students should choose sensible and feasible experiments that do not re"uire extensi4e lengths of time for the construction of apparatus. 'ighly sophisticated instruments are not re"uired5 in some cases they can impose limitations and hinder the understanding of a phenomenon. *uccessful experiments %ill produce relati4ely rapidly the data necessary for a sound analysis. Ideally students should carry out the research for the essay solely under the direction of the school super4isor. *ome of the best essays ha4e been %ritten by students in4estigating relati4ely simple phenomena using standard school apparatus and this approach is to be encouraged. Negardless of %here or under %hat circumstances the research is carried out students must pro4ide e4idence in the essay of their personal contribution to the research approach and to the selection of the methods used. ,ssays based on research carried out by the student at a research institute or uni4ersity under the guidance of an external super4isor must be accompanied by a co4ering letter outlining the nature of the super4ision and the le4el of guidance pro4ided.

#-

The domains of aerodynamics and hydrodynamics are theoretically and experimentally 4ery demandingB for example the construction of %ind tunnels can be problematic and time3 consuming. A topic %ithin these domains must be chosen and defined 4ery carefully. Physics applied to sports can be a source of excellent topics although the ac"uisition of sufficient 4alid data can sometimes be problematic. The rele4ant biomechanics can be o4er%helming. *tudents must choose a research "uestion that can be treated effecti4ely %ithin the %ord limit and is not of a tri4ial nature.

T2eat

ent "( the t"&ic

,4ery extended essay in physics %ill in4ol4e some research into the bac1ground or theory of the topic selected. 'o%e4er extended essays in physics may then 4ary. *tudents may choose any of the follo%ing approaches. Ex&e2i enta': design and implementation of an experiment then personal collection and analysis of the data. Data@#ased: location and extraction of ra% or processed data not collected directly by the student %hich is then further refined and analysed. The"2etica': de4elopment of a "uantitati4e or semi3"uantitati4e description of some physical phenomenon exercise of the model predictions about its beha4iour and limitations. -u2%ey: formulation of a cohesi4e ordered analytical and supported ="ualitati4e and "uantitati4e> discussion of the topic. C" #inati"n: some combination of the approaches listed abo4e. All extended essays in physics should summari/e the scope and limitations of the %or1 underta1en. This should al%ays include analysis of any experimental design uncertainties and precision of data mathematical techni"ues relationships %ith theoretical models and reliability and "uality of sources. The essay content and de4elopment should directly e4aluate the research "uestion possibly in the form of a test of a hypothesis. ,xperimental essays allo% students to display their o%n critical thin1ing s1ills in a more discernible fashion but experimental %or1 is not a re"uirement for a physics extended essay. 'o%e4er a theoretical dimension must be part of any empirical in4estigation. Any experimental %or1 that forms part of a physics extended essay should be ade"uately described to allo% the %or1 to be repeated by others %ho should achie4e similar outcomes and conclusions. Particular care should be ta1en %ith data obtained through secondary sources. For data3based essays the location and reliability of the sources needed should be considered at the start of the planning stage. *tudents must scrutini/e such data and the experimental design %ith the same care that they %ould apply to data that they ha4e collected themsel4es. A careful scrutiny of research procedures could re4eal serious fla%s in experimental design or in data collection that in4alidate the results in %hole or in part or at least limit the interpretation. A purely empirical in4estigation relating t%o or three 4ariables in the absence of any theoretical foundation is not satisfactory;for example an in4estigation in4ol4ing only a mathematical analysis of the gathered data relating the index of refraction of an ,psom salt solution to the salt concentration. In such an essay the student %ould be expected to in4estigate the theoretical physics relating the index of refraction to the concentration. If a computer simulation of a theoretical model is used the algorithms de4eloped or employed should be thoroughly analysed and simulation outcomes compared %ith reality to chec1 their 4alidity. For essays in4ol4ing a theoretical model =computer simulation> describing a physical phenomenon the planning should include the initial postulates the 1ey steps in the running of the model and the simulation outcomes gathered. Charts or code fragments may be used in the body of the essay to illustrate ho% the model %as translated into soft%are but the #?

programs themsel4es should be placed in the appendix. ,ach line of code of a program fragment included in the body of the essay should count as t%o %ords to%ards the %ord limit. The focus of any extended essay that uses a computer to build and exercise models or to analyse data must be on the discipline of physics not the soft%are. In theoretical data3based or sur4ey essays an e4aluation of the "uality and reliability of the literature sources used must be part of the essay. *tudents must ha4e read enough about the topic to ma1e a 4alue 8udgment about the reliability of the sources. This can be achie4ed by researching secondary sources or by performing their o%n calculations. *tudents should not hesitate to discuss conflicting ideas and present their o%n opinions %ith their o%n arguments. In sur4ey or theoretical types of essays proper planning should in4ol4e interrogating source material in light of the research "uestion so that the 4ie%s of other scientists are used to support the studentRs o%n argument and not as a substitute for that argument. It may thus be helpful for a student to challenge a statement by a scientist in reference to the topic being studied instead of simply agreeing %ith it %here there is e4idence to support such a challenge. Analysis must complement data or information and not simply repeat it %hile an interpretation should be deduced logically from the data or information. Enfounded far3 fetched extrapolation should be a4oided and shortcomings recogni/ed. The discussion should not be a re%ording of resultsB it should generate a solid interpretation of the results to be compared to published research on the topic. Absolute reliance on textboo1s and the Internet is discouraged and no extended essay in physics should be based exclusi4ely on such sources. Textboo1s should be consulted only insofar as they may stimulate original ideas pro4ide models of disciplined structured and informed approaches and encourage direct and personal in4ol4ement %ith the essay topic. If students ma1e use of Internet3based sources they should do so critically and circumspectly in full a%areness of their potential unreliability. There are %ays to 4erify the credibility of sources and a librarian could ad4ise about this. Int2"ducti"n t" the essay In the introduction it is usually appropriate to identify the rele4ant principles of physics. For example the understanding of the motion of a cylindrical magnet falling inside a copper pipe re"uires the application and integration of the )a%s of ,lectromagnetic Induction and @e%ton<s )a%s of .otion. *tudents are expected to sho% that they are able to identify completely the rele4ant theory in the context of the research "uestion and can apply it correctly. In the pre4ious example a brief "ualitati4e description of the forces acting on the falling magnet and their possible 4ariations along its path %ill achie4e this goal. If a historical set3up is appropriate it should be restricted and focused rather than general and exhausti4e. *ome topics re"uire some bac1ground foreign to physics;for example physics applied to sports or archeology. In such cases only the essential non3physics information should be pro4ided in the introduction. If it is considered necessary that more information should be included then the appropriate place for it is the appendix. In the introduction the student must also sho% %hy the topic is %orthy of in4estigation. The opportunity or potential for creati4ity and initiati4e is a measure of the significance =importance> and %orthiness of the topic chosen. *ome topics may be unsuitable because the outcome is already %ell 1no%n and documented in standard textboo1s and the student may not be able to sho% any personal input. Presentation It is difficult to be precise about the + 0003%ord limit in physics as most essays include tables graphs figures diagrams e"uations and calculations. ,xaminers %ill follo% the spirit of the %ord limit so that an essay that is excessi4e in length %ill be penali/ed. #2

For experimental or data3based essays a typical layout %ill follo% the order of tables of data graphs analysis and conclusion. If the in4estigation is di4ided into t%o or more parts it is recommended to repeat this order for each part %ith a brief o4er4ie% conclusion presented at the end of the essay. If data and graphs are too numerous they should be included in an appendix. 'o%e4er it is essential that the reader is able to follo% the de4elopment of the essay %ithout ha4ing to refer to the appendix. The core of the essay should be complete and stand on its o%n %ith the collection of all tables graphs and diagrams inserted in the order re"uired to allo% for an easy reading and understanding. Tables graphs and diagrams should be numbered so specific references can be made to them in the body of the essay. It is not necessary to include an appendix but %here one is used it should not be done as an attempt to e4ade the + 0003%ord limit. It is good practice to sho% one example of the calculations of numerical results including the calculation of errors. The components of the table of contents should be made specific to the topic of the essay. A generic list of contents such as StheoryX SexperimentX SdataX SanalysisX SconclusionX and SbibliographyX is not satisfactory. 9eneral 1no%ledge such as @e%ton<s )a% of 9ra4itation definitions or the 7oppler effect does not re"uire any reference. An extended essay in physics could include elements typically part of the report of an experimental in4estigation %ithin the internal assessment documentation. 'o%e4er the formal presentation of the extended essay is different from a laboratory report. For example an annotated diagram can be included in the essay but an exhausti4e list of e"uipment should not. *tudents are encouraged to loo1 up scientific papers or articles published in recogni/ed physics 8ournals or maga/ines. Academic le4el ,ssays in theoretical physics should co4er material extended from the 7iploma Programme physics course co4ered in the classroom;for example SThe application of 'uygens< principle to a single slit using the iterati4e methodX or material from outside the course;for example SThe impact of solar light pressure on an orbiting satelliteX. ,ssays in experimental physics should co4er topics not included in the school course<s regular in4estigations;for example SAre the tiny droplets produced by the impact of raindrops on a hard surface electrically chargedLX. *ophisticated computer interface e"uipment should be used as a tool not an end in itself. The reliability and limitations of such e"uipment should be loo1ed at. A simple use of simulation programs %ould not necessarily re4eal a student<s creati4ity and mastery of physics;for example the simple measurements of the harmonics of a stringed musical instrument by an electronic probe %ould re4eal little of the student<s intellectual abilities. Abstract *tudents are encouraged to loo1 at abstracts of scientific research papers published in recogni/ed physics 8ournals or maga/ines.

Inte2&2etin) the assess

ent c2ite2ia

C2ite2i"n A: 2esea2ch 3uesti"n Although the aim of the essay can best be defined in the form of a "uestion it may also be presented as a statement or proposition for discussion. !hiche4er %ay it is formulated the research "uestion must be5 appropriate to physics as a scienceB centred on physics and not on peripheral issues such as the history of physics or social implications of disco4eries in physics identified clearly and set out prominently in the introduction. An effecti4e treatment %ithin the %ord limit re"uires a narro% and %ell3focused topic. #6

C2ite2i"n ;: int2"ducti"n The introduction should relate the research "uestion to existing sub8ect 1no%ledge5 the student<s personal experience or particular opinion is rarely rele4ant here. The rele4ant principles of physics should be situated in the context of the topic. The introduction should not be seen as an opportunity for padding out an essay %ith a lengthy account of the context of the physics in4ol4ed. C2ite2i"n C: in%esti)ati"n The %ay in %hich the in4estigation is planned %ill depend on the approach chosen by the student. 'o%e4er the plan should include the rele4ant theory as %ell as an appreciation of the uncertainties or limitations inherent to techni"ues and apparatus. C2ite2i"n D: 7n"4'ed)e and unde2standin) "( the t"&ic studied The 1no%ledge and understanding demonstrated in a physics essay should extend from the 7iploma Programme physics course or laboratory. The fundamental 1no%ledge ac"uired in the classroom could be applied to a ne% physical situation that re"uires an interpretation of this 1no%ledge. A purely empirical approach seriously limits the le4el of 1no%ledge and understanding of the physics related to a topic and conse"uently should be a4oided. C2ite2i"n E: 2eas"ned a2)u ent *tudents should be a%are of the need to gi4e their essays the bac1bone of a de4eloping argument. Personal 4ie%s should not simply be stated but need to be supported by reasoned argument to persuade the reader of their 4alidity. For example it is not sufficient to %rite SFrom the graph %e can see thatYX. *traightfor%ard descripti4e or narrati4e accounts that lac1 analysis do not usually ad4ance an argument and should be a4oided. A %ell3organi/ed and %ell3presented essay %ill enhance the clarity of an argument. C2ite2i"n :: ana'ytica' and e%a'uati%e s7i''s a&&2"&2iate t" the su#$ect Physicists use mathematics as a tool. This tool should not replace the rele4ant physics nor become the goal itself rather than the instrument used to reach the goal. The student should sho% an understanding of the statistics and mathematical relationships produced automatically by soft%are programs. A complete and solid understanding of the intrinsic limitations of an in4estigation and their implications for the conclusions reached is essential. It should be sho%n in some %ay that a gi4en proposed limitation possibly procedural does ha4e the expected impact on the final results and conclusion for example in the case %here experimental results are compared to standard 4alues. A proper manipulation of significant digits and uncertainties including uncertainty in the mean and in graphs is expected as %ell as an understanding of propagation of errors. C2ite2i"n G: use "( 'an)ua)e a&&2"&2iate t" the su#$ect *cientific language must be used throughout the essay. *tudents should be encouraged to read articles from recogni/ed scientific 8ournals or maga/ines to learn about the proper style organi/ation and presentation of a scientific paper. The essential "uality of the language relates to exactness and precision and typical expressions such as Sfunction ofX or Sproportional toX carry specific meanings. A cur4e on a graph cannot be "ualified as SexponentialX or S"uadraticX %ithout proper analysis. Any symbols used must be clearly and fully identified in the context of the situationB for example %riting St for timeX %ould not be sufficient but %riting St for time during %hich the magnetic force is appliedX %ould be precise and helpful.

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C2ite2i"n .: c"nc'usi"n SConsistentX is the 1ey %ord here5 the conclusion should de4elop out of the argument and not introduce ne% or extraneous matter. It should not repeat the material of the introductionB rather it should present a ne% synthesis in light of the discussion. The conclusion should re4eal the impact on the final results of the in4estigation of uncertainties in experimental data the limitations of a model or of an experimental design or the 4alidity of sources. C2ite2i"n I: ("2 a' &2esentati"n This criterion relates to the extent to %hich the essay conforms to academic standards about the %ay in %hich research papers should be presented. The presentation of essays that omit a bibliography or that do not gi4e references for "uotations is deemed unacceptable =le4el 0>. ,ssays that omit one of the re"uired elements;title page table of contents page numbers; are deemed no better than satisfactory =maximum le4el #> %hile essays that omit t%o of them are deemed poor at best =maximum le4el 1>. C2ite2i"n I: a#st2act The abstract is 8udged on the clarity %ith %hich it presents an o4er4ie% of the research and the essay not on the "uality of the research "uestion itself nor on the "uality of the argument or the conclusions. C2ite2i"n >: h"'istic $ud) ent Uualities that are re%arded under this criterion include the follo%ing. Intellectual initiati4e5 !ays of demonstrating this in physics essays include the choice of topic and research "uestion and locating and using a %ide range of sources including some that may ha4e been little used pre4iously or generated for the study. Insight and depth of understanding5 These are most li1ely to be demonstrated as a conse"uence of detailed research reflection that is thorough and %ell informed and reasoned argument that consistently and effecti4ely addresses the research "uestion. Criginality and creati4ity5 In physics these include loo1ing in"uisiti4ely at the surrounding %orld inno4ation in experimental procedures and e"uipment to measure 4ariable parameters an in4enti4e approach to physical analysis or to classical topics as %ell as the construction of imaginati4e theoretical models. Additional 9uidance on !riting a Physics ,xtended ,ssay A 4ery useful %ebsite %hich gi4es 4ery good examples of Physics ,xtended ,ssays can be found here5 http5AAsummit.11#.co.usAspecprogramsAibA,xt,ssaysAhtmlAphysics.html

O2)anisin) y"u2 Physics Essay

*tudents should point out early in the essay ho% the research "uestion %as arri4ed at and if appropriate ho% it %as narro%ed do%n by briefly outlining related aspects that are not being considered in the essay. The context of the title and its lin1 to %hy it %as chosen and applications in the real %orld need to be considered closely and referred to throughout the essay. *tudents should be encouraged to formulate one or more hypotheses based on the research "uestion. A single %ell3formulated "uestion may gi4e rise to a small number of precise hypotheses. ,ssays in Physics may be based on data collected by the student =primary data> through experimentation sur4ey or some other Physical approach. Alternati4ely essays may be &0

based on data or information obtained from literature =secondary data> ideally from primary sources and manipulated or analysed in an original %ay by the student. ,ssays that simply restate facts underta1e simplistic or pre4ious experiments or use data ta1en directly from the sources are of little 4alue. !hiche4er approach is chosen the student must ensure that sufficient resources in the form of data and information can be obtained in order to allo% the topic to be effecti4ely researched and flo% %ith a coherent argument throughout. ,ssays that in4ol4e practical %or1 carried out in the laboratory should include a clear and concise description of the experimental procedure. *tudents should attempt to specify ho% the research approach and methodology %ere decided and sho% any approaches that %ere considered and re8ected. Ideally students should carry out the research for the essay solely under the direction of a school super4isor. *ome of the best essays ha4e been %ritten by students in4estigating relati4ely simple phenomena using standard school apparatus and this approach is to be encouraged. Negardless of %here or under %hat circumstances the research is carried out students must pro4ide e4idence in the essay of their personal contribution to the research approach and to the selection of the methods used. A super4isor must account for all extra support gi4en during the essay so the extended essay %riter must be a%are that excessi4e extra help gi4en to design complete or carry out the essay may result in a lo%er mar1. 9enerating and presenting data should not be an end in itselfB analysis using appropriate scientific techni"ues is essential. The main body of the essay should consist of an argument or e4aluation based on the data or information presented. 'ere the student should point out the significance of any graphs tables or diagrams. *ince this is often the longest single section of the essay it is essential that it is %ell structured and has an ob4ious logical progression. A clear structure can be imposed on this section by di4iding it into numbered and headed paragraphs. This e4aluation should sho% an understanding of the results and an appreciation of their significance in light of the literature that has been consulted. *tudents should pro4ide some explanation of anomalies or unexpected outcomes but this should not form a ma8or part of the discussion. If necessary modifications to hypotheses presented earlier in the essay should be proposed and a research approach for testing these should be suggested. *ome assessment of the outcomes of the research in a future or %ider context should be made. *tudents must be encouraged to underta1e a critical e4aluation of the %or1 they ha4e done. In this analysis the student should describe and explain the limitations imposed on the research by factors such as the suitability and reliability of the sources accessed accuracy and precision of measuring e"uipment sample si/e 4alidity and reliability of statistics. 0iological limitations should be considered such as those arising from the problem of repeatability and control %hen using li4ing material as %ell as the difficulties of generali/ing from research based on a single type of organism or en4ironment.

The ,2itin) O2de2 "( y"u2 Physics EE

The sub sections that follo% are in the same order as %ould be expected in the essay Tit'e Pa)e: The title should pro4ide a clear indication of the focus of the essay. It should be precise and not necessarily phrased in the form of a "uestion. The title is the first thing that the examiner %ill see %hen the essay arri4es for mar1ing. .a1e sure that the title ma1es an immediate and positi4e impact. &1

*uggestions5 Z There is no more than one sentence. Z It is based on the %or1ing hypothesis. Z 7on<t use language %hich is [8argon3based< and %here there are terms you do not fully understand. Z It should be possible for the examiner to understand immediately =at a glance> %hat the essay is about. Z Try out your title on other people for their immediate impressions. An intelligent reader %ill be able to understand %hat your essay is about simply from the title. As1 someone %hose opinion you respect but better not as1 friends as they are less li1ely to pro4ide positi4e critical feedbac1. -ecti"n I: A#st2act Hou ha4e ne4er met your examiner and they ha4e no personal 1no%ledge of you or your essay prior to its arri4al for mar1ing. They are not a%are of the hard %or1 and difficulties you ha4e encountered and o4ercome in this %or1. In 8ust &00 %or1s you ha4e to bring the examiner right up to date %ith a broad yet accurate understanding of your essay. .ore than any other section this part of the essay must be 4ery carefully crafted for maximum impact. First impressions count a great deal %hen it comes to abstracts. Again I %ould suggest you as1 your [critical friend< to gi4e you feedbac1 on early drafts. Z This is the last part of the essay that you should %rite but of course it is placed at the front of the essay after the title page but before the contents page. Z Try to %or1 on being concise =get to the point> and precise =accurate> in your account. Z The %ord limit is &00. The abstract should clearly contain5 1. The research "uestion to %hich you see1 an ans%er and its significance in Physics. #. .ethodology %hich in broad terms is the %ay you set out to test your hypothesis. 7etail is not necessary but a clear o4er4ie% of the scope of the essay is essential. In other %ords explain ho% the research %as conducted =%hat methods %ere used %hat type and "uantity of data %ere collected ho% test and control groups %ere selected or established>. &. Conclusion5 !hat %as the o4erall outcome of the in4estigation and its impact on the research "uestionL C"ntents Pa)e: A contents page is placed at the beginning of the extended essay after the title page and abstract but before the introduction. Z All pages in the essay must be numbered. Z The content table should list 4arious sub sections of the essay along %ith the correct page number. A: Resea2ch Guesti"n In a Physics extended essay express the purpose of the essay as a "uestion. This is %ill ta1e the form of a carefully composed "uestion that the research %ill attempt to ans%er. Z Try not to confuse the essay title %ith the research "uestion. Z The title that reflects the scope of the essay leads to the research "uestion. Z The research "uestion should be also be stated clearly in the introduction. Z For reason outlined in section 1 it %ill be appropriate to refer to the research "uestion throughout the essay. &#

Z If you decide to introduce ne% ideas as the essayA experiment de4elops then these should be explained and 8ustified. .y&"thesis Z A good research "uestion %ill readily allo% hypothesis to be formed. Z !ritten as statement that can be tested =not a "uestion> Z A directional or non3directional hypothesis along %ith a @ull hypothesis can be stated Z It %ill normally be a single sentence no more than t%o. Z It must contain a reference of the effect of the independent 4ariable on the dependant 4ariable Z If possible this should be follo%ed by a predicti4e graph %ith appropriate axis labels. Assessment statement5 The research "uestion is clearly stated in the introduction and sharply focused ma1ing effecti4e treatment possible %ithin the %ord limit. An appropriate hypothesis has been formulated. ;: Int2"ducti"n There are three parts to this assessment criterion5 Z 'o% did you arri4e at the research focus Z 'o% did you narro% do%n to the research "uestion Z 'o% does the research "uestion fit into the bac1ground reading for the essay Z Hou must carefully reference the sources =reading> that you ha4e accessed. Z !hat the results of the study might re4eal about the "uestion being in4estigated. Nemember5 This is the section that ma1es reference to published %or1 such as textboo1s boo1s :ournals research papers and credible %ebsites =don<t forget to e4aluate>. Citations in this section are essential. Hou should gi4e a source for a direct "uotation and %hen you are paraphrasing. 9ood introductions continually cross reference the sources to the extended essay research topic Hou should begin %ith your research "uestion mo4e to the 1no%n published research and then bac1 to the research focus. Assessment statement5 The context of the research "uestion is clearly demonstrated. The introduction clearly explains the significance of the topic and %hy it is %orthy of in4estigation It should place your research in context e.g. state of current 1no%ledge or rele4ance of your research. C: In%esti)ati"n Hou need to 8ustify your approach and not simply report a method. 7ata selection and reliability5 If you are using secondary data then you need to comment on the on ho% you selected the data and its reliability. Hou need to describe explain and 8ustify your choice experimental %or1 to collect primary data.. Hou should state the sources of your experimental %or1. The .ethod should be detailed enough to allo%s someone else to repeat exactly %hat you did. )imitations and uncertainties stated The follo%ing points %ould be co4ered in a systematic treatment of the in4estigation planning. &&

Independent Pariables Z *tate the independent 4ariable. Z The 4ariable that you are changing in the experiment =plotted on the x3axis> Z If you are sampling they may include the time or place of samples Z The independent 4ariable causes the change in the dependent 4ariable. Z Identify in detail and include *I units *tate the 7ependent Pariables Z *tate the dependent 4ariable. Z The 4ariable that you are going to measure =plotted on the y3axis> Z Identify in detail and include *I units *tate the Control Pariables Z These are the bac1ground 4ariables in your in4estigation that may ha4e a significant effect on the dependent 4ariable. These are the ones you %ill control. Z This must be presented in a table %ith three columns titled 4ariable effect control Z Hou should also consider any 4ariable you can<t 1eep the same ?eth"d Z !rite a set of [bullet point< instructions %hich are a step by step guide to your method =li1e a coo1ing recipe>. It should be possible for someone to pic1 up this method and repeat your method exactly %ithout any assistance or clarification. Z 0e prepared to explain and 8ustify your choice of experimental techni"ue. 9i4e a citation for the source. Z *tate ho% the independent 4ariable %ill be set up and controlled Z *tate ho% the dependent 4ariable %ill be measured Z 7etail ho% you %ill control each 4ariable Z 9i4e a detailed list of all e"uipment used Z ,rrors and uncertainties and limitations A table listing the 4ariables in4ol4ed %ith the precision of the de4ice and an uncertainty is a clear %ay to carry out this part. This should be arranged %ith the largest source of uncertainty at the top of the table. Pariable Enit of precision ,rror A EncertaintyAlimitations Hou should use half the smallest unit that the instrument can measure as your basic unit of uncertainty. !hen you record a "uantity the last digit is al%ays an estimate and therefore introduces uncertainty. If you %here using a burette %ith millilitre graduations then you could ma1e a reading of say #& yet you notice that the actual measurement is about 0.2 ml more. The & is the last measured digit and the .2 is the estimate. The minimum uncertainty is half the place 4alue of the last measured digit =the ones column> or 0.- ml. Therefore the final reading %ould be #& OA3 0.- ml If you use callipers to measure length the student might measure at #& mm and about another 0.+ mm. 'o%e4er & is the last measured digit and should accompanied by an uncertainty of 0.- mm. Therefore the final reading %ould be #& OA3 0.-ml . The standard ruler is a special case as it introduces an error at both ends so mm rulers should ha4e an uncertainty of 1 mm. *o a careful student might record a 4alue of #&.2 mm using a standard mm ruler but should ultimately %rite #& mm OA3 1 mm. All data should conform to the same number of decimal places after the point. &+

@ote "ualitati4e considerations such as parallax problems in reading a thermometer scale reaction time in starting and stopping a timer or random fluctuation in an electronic balance read3out. *tudents should do their best to "uantify these obser4ations into the estimated uncertainty. Pro4ided a foot noteA citation for any method found in a textboo1 or reference boo1. *ufficiency of data5 It<s not enough to 8ust state number of samples on the independent 4ariable and the number of repetitions of each. The design of the experimental method must ma1e it possible to actually collect the data you ha4e specified. The sample should be representati4e of the range a 4ery small sample is bet%een -310 small sample is #03&0 and a big sample &0O. !here sufficient replicates ha4e been carried out then the calculation of5 the standard de4iation of the mean is expected. 0ut proposed calculation of the standard de4iation based on a sample repetitions of less than - is %rong Z the standard error of the mean to deri4e confidence limits may also be calculated =The standard error is not expected but it %ould be an acceptable alternati4e to the standard de4iation>. !here fe%er than fi4e repeat on an independent 4ariable are made then all point could be plotted or a range sho%n. T%o repeats does not allo% anomalies to be identified three is a minimum of repeats on any independent 4ariable point. As an example consider an in4estigation of the effect of temperature on the rate of an en/yme reaction. !e %ould expect - different temperatures to be in4estigated as the independent 4ariables. ,ach temperature should ha4e a minimum of three repeats to allo% anomalies to be identified. SI %ill repeat the measurements........times at any gi4en point in the range to ma1e sure of the reliability of the dataX Assessment statement *ufficient data has been gathered and rele4ant material has been carefully selected. The in4estigation has been %ell planned. .ethod is detailed and the techni"ues fully explained. )imitations and uncertainties identified and effects "uantified F5 application of analytical and e4aluati4e s1ills appropriate to the sub8ect Nesults G Na% 7ata Table titles should include reference to the independent dependent 4ariable and AT ),A*T 1 CC@TNC) PANIA0), and be understood at a glance %ith C),AN ',A7I@9*. .ost experiments %ould ha4e repeated results and a4erages and significant processing of data to find patterns and trends. 7ra% a *I@9), N,*E)T* TA0), of all data3 including your ra% data and processed data and any obser4ations ="ualitati4e data>. The table must be fully ruled5 It is normal practice to put in the independent 4ariable in the first column and the measured dependent 4ariable in the second. Enits and uncertainties are in the column or ro% headings. Al%ays record data to the same number of decimal places. @umerical data should be centre 8ustified Include any obser4ations on sources of error or uncontrollable factors ="ualitati4e data> It is important to include non3"uantitati4e obser4ations about your experiment if rele4ant.

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Processing Nemember that processing of your data is to help you find out patterns trends and correlations in your results in order to help you support or dispro4e your ,, research "uestion. This should be related bac1 to the rele4ance of !'H HCE 7,CI7,7 TC CANNH CET T'I* PANTICE)AN ,,. Hour processed data should be summarised in your results table e4en though the calculations and %or1ing3out maybe else%here Hou may choose to add additional columns to the ra% data table Hou must explain and 8ustify %hy you carry out any calculations Pro4ide a formula for all calculations The path%ay of a calculation must be sho%n %ith an example. If you use the spreadsheet sho% a screen shot of your calculation Hou need to pro4ided at least one %or1ed example .a1e sure that processed data has the correct units A4erages should be chosen %ith care and gi4en the correct name i.e. mean median or mode. Nanges or standard de4iations can be used to compare a4erages. The standard de4iation can be used to assess the reliability of a measurement. *uitable statistical tests can be carried out such as a4erages *7<s T3Tests or charts and graphs that may support your arguments %ith your data. !here these statistics are calculated from a preset menu on a calculator or computer a %or1ed example %ill not be expected but the data should be presented in such a %ay that the steps in the processing can be clearly follo%ed )ines or cur4es of best fit can be fitted to ra% data graphs gradients can be calculated. These graphs must be dra%n by hand unless the student can produce a high "uality computer generated graph If a reading is particularly different from the others it may be left out of the processing and analysis. 'o%e4er students must al%ays 8ustify %hy they ha4e chosen to do this. P2esentati"n "( &2"cessed data A graph should be dra%n by hand unless you can produce a high "uality computer generated 4ersion. Again the Add3in for ,xcel is recommended. Present your processed data clearly using a graph or charts. Credit %ill not be gi4en here for graphs of ra% data. The choice of graph is important as is the choice of fitting lines as cur4es or straight lines through the data. 9raph choice5 If your hypothesis is about a relationship bet%een t%o 4ariables use a scatter graph If your hypothesis is about a difference bet%een t%o 4ariables use a .ean OA3 *7Arange 7o not use basic bar graphs. A graph should contain5 A title5 a 9raph to sho%Y.=include reference to the indep and dep 4ariables> .aximum use of the graph paper Independent 4ariable on the x Gaxis O )abel O Enits O Encertainties 7ependent 4ariable on the y3axis O )abel O Enits O Encertainties Plot points %ith a [cross x< *catter graphs =see the example belo%> @otice that %e ha4e plotted the mean %ith a range =%hich could be *7 if you ha4e more than - repeats> or 8ust a range. If you only ha4e & repeats for a gi4en independent 4alue then plot them all to identify anomalies =%hich can then be ignored>. Comparati4e .ean OA3 range graphs &?

Comparing t%o or more categories plot the calculated meanOA3 range =%hich could be standard de4iation if you ha4e enough data>. )ines and Cur4es on scatter graphs5 7C @CT 8oin dot to dot. )oo1 at the plotted points and try to imagine either a straight line or a cur4e dra% the one that best fits the plotted points. Preferably passing through the mean and Aor range If there is one point that loo1s different from the rest of the pattern you may choose to treat this as an anomaly and miss it off your line or cur4e .ean OA3 Nange graphs5 Plot the mean =notice this is sho%n as an Q %ith a bar o4er the top. Add the range =maxA min 4alues> Alternati4ely you can add OA3 one standard de4iation =?6\ data around the mean> *ometimes rather than a bar chart it may be appropriate to represent data by plotting the mean of a sample plus a range =see belo%>. Assessment statement5 *ophisticated application of appropriate analytical and e4aluati4e s1ills. ,rrors and uncertainties factored into analysis The essay sho%s effecti4e and sophisticated application of appropriate analytical and e4aluati4e s1ills. .: c"nc'usi"n 1 If you ha4e dra%n a graph of processed data5 )oo1 at the graph and state the pattern in the graph. Hou .E*T refer to the pattern in your o%n data to 8ustify your ans%er Hour conclusion should include a reference to the independent 4ariable and the dependent 4ariable. Hour conclusion is the general pattern in the graph =don<t %orry about anomalies at this point> ,xplain the conclusion you ha4e dra%n %ith a scientific interpretation =theory> Compare the results to 1no% theory and 4alues form literature Pro4ide a reference or citation of the sources 0e careful not to add additional statements that contradict your initial conclusion *ystematically mention the anomalies in data and be precise and concise Comment on the strength of the conclusion *ay if the hypothesis is supported =@ot pro4ed rightMM> or re8ected by the initial conclusion. #. The conclusion may not fully ans%ered your research "uestion. Hou should point out unresol4ed issues and ma1e suggestions as to ho% these might be further in4estigated. &. Try not to o4erstate your conclusion +. !here possible the conclusions should be 4erified by reference to the literature. -. The final conclusion should be directly related to the research "uestion and point out the main findings of your research. E%a'uati"n and I &2"%e ents A table of errors effects and impro4ements is often a good %ay to systematically address this section Clearly state all the forms of error in measurements Clearly state all forms of error and problems %ith experimental design *tart %ith the biggest sources of error. 7o not include hypothetical =may ha4eY> your sources of error ha4e to be specific =see "ualitati4e obser4ations> &2

:act"2s a((ectin) y"u2 ex&e2i entAE((ect "n data and I 9i4e a named specific example e.g. Try to "uantify or gi4e reference to anomalies %ithin data. 7id it ma1e the 4alues too high or lo% by ho% muchL

&2"%e

ents

At least + Nealistic impro4ements are needed here that are related to the errors or limitations and realistic in nature ie can be carried out fairly easily. These impro4ements should be of a higher le4el of thin1ing than simple [I didn<t ta1e enough results< or [ my measurements of 4olume %ere not 4ery accurate< but should focus on the experimental method and 4alidity eg. [since the 'ydrogen Peroxide %as left out during the experiment it %as constantly brea1ing do%n into its substrates of oxygen and %ater and this could ha4e affected the final results. Therefore the peroxide should be refrigerated in bet%een each experiment to reduce the 1inetic energy of the molecules and brea1do%n<. Z 7istinguish bet%een limitations and error. Palidity reliability and accuracy of the data should be considered. An effecti4e conclusion is clearly stated5 It is rele4ant to the research "uestion and consistent %ith the e4idence presented in the essay. It should include unresol4ed "uestions %here appropriate to the sub8ect concerned.

Exa

ine2s Re&"2t 2010 @ Physics

The intent of this section of the report is to underline areas re"uiring impro4ement. A: 2esea2ch 3uesti"n The large ma8ority of candidates offered a suitable %ell defined and clearly stated NU. *ome lost mar1s by not including it in the Introduction possibly thin1ing it %as sufficient for the NU to be on the title page. *ome NU %ere too 4ague andAor not %ell3 focused. The NU should not 8ust be a reiteration of the essay title but be carefully Sunpac1edX and "ualified. The NU should not be included %ith the title. ;: int2"ducti"n A good number of solid introductions %ere produced. 'o%e4er there %ere se4eral recurring %ea1nesses. Too often there %as too much emphasis on the student<s personal experienceAinterest at the expense of presenting the physics principles rele4ant to the NU. *ome students ga4e a rehash of boo13based physics %ithout personali/ing it to the NU at hand. The detailed de4elopment of the rele4ant theory belongs to a separate chapter of the essay. The content re"uired for the introduction and the abstract are different. C: in%esti)ati"n A significant number of students demonstrated good or satisfactory planning. !ea1nesses included limited data gathered elementary physics or simplistic theory based on incorrect physics =%hich %ea1ened the reasoned argument>. 9reater efforts sho%n in gathering a significant number of data but impro4ement along those lines is recommended. *ome theory relied too much on mathematics the physics being left behind. 0asicA%ell31no%n e"uations should not be deri4ed nor the definitions of basic terms gi4en. Cnly the immediately rele4ant and %ell3focused physics 4ital to the NU should be in the essay. Too often the planning lac1ed any substanti4e detail as to the uncertainties and limitations inherent in techni"ues and apparatus. At times students 8umped into their research %ithout gi4ing much thought to their specific aim. 0est students %ere adapti4e pic1ing up on the unexpected and refining their set3 &6

up and techni"ue. Cthers tolerated clear and serious fla%s in their procedure relying on the e4aluation as an =in4alid> excuse. *ome students consulted a 4ery narro% range of resources usually internet3based and others submitted an unrealistically long list of references. Nesults are not al%ays compared to literature 4alues. *ome students doing a data3based essay failed to sho% an understanding of the procedure and e"uipment used to get these data. These basic data should be contrasted and analysed. Cther students used specialised e"uipment in uni4ersity or industrial laboratory as Sblac1 boxesX %ithout really 1no%ing their %or1ing. D: 7n"4'ed)e and unde2standin) "( the t"&ic studied The challenge is to put the in4estigation into a proper academic context. The le4el reached 4aried %idely. Padding in terms of elementary physics %as too often present %hich ga4e little indication of any depth of understanding. For example if an essay in4ol4es something to do %ith %a4es then nothing is gained by gi4ing textboo1 definitions of %a4elength fre"uency and speed and then deri4ing the relationship bet%een them. .any candidates also too1 the opportunity to gi4e a completely artificial or unnecessary hypothesis and this too often got in the %ay of their reasoned argument the essay becoming centered on the hypothesis rather than on the NU. ,xperiment3based essay %ere rarely %ithout a theoretical basis a significant impro4ement on past situations. Candidates %ho chose topics %ithin the contents of the I0 Physics diploma program generally sho%ed a good to satisfactory understanding of the topic area. Those candidates %ho explored unchartered areas re"uiring the de4elopment of models out of the syllabus per se found it difficult to gain full credit for this criterionB ho%e4er there %ere a good number of successful attempts. Those candidates %ho used the results from uni4ersity research departments found it difficult to express their understanding %ithout relying hea4ily on "uotation and thus be con4incing in manifesting their understanding. Able students demonstrated their 1no%ledge %ith the help of personalised diagrams. *imple rehash of borro%ed diagrams %ere a characteristic of poor essays. Cften diagrams and s1etches are essential to illustrate physical processes for example free body diagrams. .ulti disciplinary topics can generate challenging theoretical de4elopment and for this reason should be a4oided. E: 2eas"ned a2)u ent A number of students did not do %ell for different reasons for example arguments at times %ere hard to disentangle limited presentation of ideas or lac1 of continuity in the reasoning information merely collated %ithout pro4iding a coherent argument =in sur4ey3based essays> or lost sight of stated goal =experiment3based essays> or simply lac1 of reasons %hy things are done or describing graphs %ithout assessing the reasons for them. In resol4ing the NU the student must try not to lea4e gaps in the de4elopment of the argument. In some cases the argument digressed into areas not rele4ant to the NU. !hen analysing graphs students must construct their reasoningAestablish a correlation step by step and not simply in4ite the reader to do so by %riting S It can be seen from the graph that YX or SThe graph sho%s a positi4e trend.X Top mar1 re"uires close reasoning as %ell as good communication. :: a&&'icati"n "( ana'ytica' and e%a'uati%e s7i''s a&&2"&2iate t" the su#$ect Correlations and uncertainties %ere the Achilles< heel of this 1ey criterion. A significant number of students do not understand Sin4erse proportionX Sdirect proportionX. .ore complicated correlations %ere rarely fully understood. Too often the students ha4e suggested a simplistic theory to predict a result and then tried to fit the results to their prediction andAor hypothesis %hen clearly the results did not fit the theoreticaprediction e4en thought a clear =and unexpected> Scur4eX trend %as e4ident. *tudents %ould still conclude a linear relation or produce an ,xcel generated empirical &9

relation. ,rror bars %ere often ignored %hen using ,xcel to dra% line of best fit. In this respect many candidates placed too much dependence on ,xcel to produce e"uations instead of say doing a log3log plot to find a simple po%er relation. For example a candidate %ould be "uite happy %ith an ,xcel analysis that ga4e a relation such as y D 1#.?? log x O6+.&9## or y D +.&096 x& O #.1 x# O 9.???2x The soft%are should be used to support or in4alidate a theoretical model not to become an end by itself. *ome candidates sho%ed an excellent understanding of uncertainties and error propagation %hereas others fell 4ictim to their calculators and to ,xcel. In general a greater a%areness of uncertainties =incorporated into data tables graphs and final 4alues> as %ell as greater sensiti4ity to%ards significant figures %as sho%n. 'o%e4er on the %hole uncertainties tended to be underestimated. A number of students felt %rongly that the uncertainty in a measurement is basically half of the smallest digit or di4ision an instrument can gi4e ignoring the effect of this methodology. The uncertainty in the mean 4alue still represented a serious challenge. .any graphs %ere too small to sho% error bars so students assumed they %ere negligible. In a number of cases the fit should be constrained to pass through the origin =0 0> for physical reasons. There %as a tendency to ma1e an exhausti4e list of limitations of techni"ues and procedures %ithout identifying the essential one as %ell as their impact on the results. Neliability of secondary data %as often not mentioned. The analytical and e4aluati4e s1ills of many candidates %ere demonstrated through their collection of measurements analysis of data and treatment of uncertainties. .any propagated errors correctly. Cften many opportunities to display student analysis critical thin1ing and reflection are not sei/ed by relating a statement or 4alue to a simple calculation or comparison =e.g. S%hat if YX or Sgi4en Y under the limiting conditions of Y an upper3bound estimate %ould be YX a comparable situation =e.g. Sthis can be related to Y %here %e find that YX> an alternati4e perspecti4e =e.g. force dynamics 4ersus energy exchange analyses> an analogy or model =e.g. %a4e or particle theories of light>. *uch inter8ections %ould highlight the student<s thin1ing and that is %hat the exercise is about. G: use "( 'an)ua)e a&&2"&2iate t" the su#$ect .ost students made a serious effort to use proper terminology identifying unusual terms defining clearly symbols and gi4ing units. Enfortunately some students used non *I units. *ome lac1 of precision describing the shapes of cur4es as linear exponential proportional to etc. ,xpressions as SdirectX Spositi4eX Sdirect positi4eX and Snegati4eX %ere 4ague and undefined. 7iagrams a po%erful and helpful tool to use in descriptions and explanations %ere much too often neglected. Cften they are needed to illustrate physical processes. *ome graphs %ere o4ercro%ded and multicoloured ma1ing them difficult to read and interpret. Ennecessary diagrams ta1en from the internet or other sources %ere inserted %ithout full explanation of each and all information it carried. It is often much preferable to dra% one<s o%n diagrams a s1ill in danger of disappearance. 7iagrams photographs =often useless> data tables and graphs %ere not al%ays clearly and completely annotated %ith titles units and symbol identification thus %ea1ening communication. A lac1 of proper style in %riting 4alues and their corresponding magnitudes %ith their units and uncertainties %as common. For example the unit of speed is m s31 not ms31 ms being millisecond. It %ould be good policy to follo% the con4entions adopted by I0C or to refer to the International Crgani/ation for *tandardi/ation =I*C>1. Cften e"uations tables and graphs %ere not numbered and referred to by number in the text. *uch careful presentation is in line %ith scientific language and enhances its clarity and precision. +0

.: c"nc'usi"n A conclusion should synthesi/e the established facts in light of the NU. .ost students achie4ed a good or satisfactory le4el. .any conclusions %ere %ea1 limited or incomplete students repeating preceding arguments and explanations. Enresol4ed "uestions and limitations of the experimental procedure %ere generally %ell recogni/edB at times suggestions %ere nonsensical or ne% issues ne4er discussed through the essay %ere included. A clear and firm stand must be ta1en and 1ept if in reality no conclusion in line %ith the NU can be reached. Conclusions tended to be sensible and humble. I: ("2 a' &2esentati"n .ost performance 4aried bet%een satisfactory =#> and excellent =+>. *tudents made serious efforts to%ard impro4ing their presentation thus achie4ing good results. Alas a number of students unnecessarily lost mar1s. Cften the bibliography is not completed properly5 only =and all> references cited in the core of the essay should appear in the bibliography. Citations in the core should carry details possibly as footnotes. There is a clear tendency to seriously abuse the appendix %hich is not an integral part of the essay. The essay should be entirely complete and totally understandable %ithout the help of an appendix. Pery often the layout follo%ed is the same layout used for laboratory reports as part of Internal Assessment. The layout of the ,ssay should be different and correspond to the layout and style of scientific papers. )ist of e"uipment should be replaced by clearly and completely annotated diagrams %hich often are much superior to unclearAun3annotated photographs. A large ma8ority of Table of Contents %ere generic rather than specific. .any titles could ha4e been more pointed. !hen # or & different manipulations are in4ol4ed the first experiment should be completed including analysis and conclusion before going to the next. 9reat impro4ements ha4e been obser4ed along those lines. !hen using a numbered footnote identifying a source the student should ma1e sure that the number =superscript> is not confused as an exponent in an e"uation. I: a#st2act ,lements at times missing %ere the conclusion or ho% the in4estigation %as underta1en. Cften they %ere unclear or incomplete =insufficient details>. *ome abstracts %ent o4er the %ord limit. The 4ery large ma8ority of students should be able to get full mar1 under this criterion. >: h"'istic $ud) ent @o doubt determination and enthusiasm %ere present but creati4ity tended to be replaced by search on the internet. *e4eral creati4e ingenious and interesting topics %ere presented. Fe%er students spent too much time building apparatus or accumulating data thus lac1ing time to do a proper analysis.

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