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Make sure you have read the information on variables (textbox in Step 1).
In order to achieve a 2 for Aspect 1 you must:
a) State the independent.
b) State the levels of the independent variable
Example for Step 3f.
that will be tested (see step 5a for more
Controlled
Method to control the
information).
variable
variable
c) State the dependent variable.
Temperature
The test tubes in which
d) State how the dependent variable will be
at which
the reaction occurs will
measured (if it cant be measured directly).
reaction
be placed in a water bath
e) List several controlled variables.
occurs
set to 40C for the
duration of the reaction.
Planning a Method
Aspect 3 of Design assesses your ability to collect sufficient
relevant data. The following considerations are important to
ensure that you collect enough data and that the data will help to
answer your Aim-
Number of Values
If you are looking for a
correlation, at least 5
different values are
needed (the more the
better).
If you are comparing
two different
situations, 2 values will
2
be sufficient.
Range of Values
You may need to do some research to help you
decide.
e.g. if testing an enzyme that works in the
human body then you would want to test values
around 37C. If you are investigating similar
enzymes in bacteria that live in hot springs it
would be more appropriate to test around 80C.
a) Structure
a. When possible, the independent
variable should come first in your columns followed by the dependent variable.
b. Show lines around all rows and columns
c. Make it clear. A good table should be able to be understood out of context (i.e. not
embedded in a lab report describing the experiment)
b) Title
a. Title should be descriptive of the data contained in the table. It should include the
key variables as well as any specific conditions of the experiment
b. Should be numbered consecutively throughout the report with a specific identifying
title.
EXAMPLE
Table 1: The relationship between temperature and water uptake
in a leafy shoot of a geranium (Geranium carolinianum)
c) Headings
a. Columns should be clearly annotated with a heading, units (in heading not body), and
an indication of uncertainty
b. Headings should indicate what the data is in the column below
c. Headings are likely to be the name of a variable
Biology Lab Report Guide
d) Units
a. Units should be included with a heading (not next to each data value in the table)
e) Uncertainties
a. All measurements have uncertainties and you must indicate them in your data tables.
Uncertainties should be associated with all raw data and an attempt should always be
made to quantify uncertainties. In IB Biology the instrument limit of error is usually
taken to be equal to HALF the smallest unit of measurement. Plus or minus () this
value is what you should record as your uncertainty.
b. Remember that only measurements obtained with a measuring instrument have
uncertainties. e.g. Counts do not have an uncertainty
c. Uncertainties should appear with the units in the column heading
For the degrees of precision, the simplest rule is that the degree of precision is plus or minus () the smallest
division on the instrument (the least count). This is true for rulers and instruments with digital displays.
The instrument limit of error is usually no greater than the least count and is often a fraction of the least count
value. For example, a burette or a mercury thermometer is often read to half of the least count division. This
would mean that a burette value of 34.1 cm3 becomes 34.10 cm3 ( 0.05 cm3). Note that the volume value is now
cited to one extra decimal place so as to be consistent with the uncertainty.
The estimated uncertainty takes into account the concepts of least count and instrument limit of error, but also,
where relevant, higher levels of uncertainty as indicated by an instrument manufacturer, or qualitative
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 read-out. Students should do their best to quantify
these observations into the estimated uncertainty.
f) Precision of data
a. There is no variation in the precision of raw data; the same number of decimal places
(significant figures) should be used.
g) Anomalous results any results that are particularly different from the others need to be
excluded from any processing.
Further advice on drawing data tables can be found at:
http://www.saburchill.com/IBbiology/sci_invest/006.html
Change in quantities
Final Initial
be
Percentage change in
o This often more appropriate than change in quantity
as
quantities
it helps to eliminate some of the error.
Final Initial
100
o For example, since it is almost impossible to obtain
Initial
slices of potato that are the same dimensions, same
consistency throughout, and the same mass to the
degree of precision that your instruments allow, it is more appropriate to do a
Rate
Final Initial
TimeTaken
100
TheoreticalValue
theoretical measurement.
Percentage error describes the
accuracy of measurements. You should always use percentage calculations as opposed
to the numerical difference.
This is because 10 cm error means nothing if you are
measuring the distance between Shanghai and Beijing, but it is a huge error if you
are measuring the length of a piece of paper.
viii.Percentage deviation
o A measure of precision when a theoretical
is not known. This informs how reproducible
experiment is.
Percentage deviation
AverageDeviation
100
Mean
value
your
o Can be determined in Excel once you have plotted a trend line using the CORREL
formula (see your Statistical Analysis booklet for a more detailed description).
Biology Lab Report Guide
7
You are expected to decide upon a suitable presentation format without teacher assistance.
Your ability to show how you processed the data, choose the correct presentation method and
construct graphs etc will determine your level of achievement for Aspect 3.
Important things to consider:a) Present data so that stages to final results can be followed
This will often mean showing your working for each type of calculation done (not for every
single calculation done!). Each worked example should include the following:
i) Heading describing the calculation
ii) Formula
iii) Identification of which set of data is being used in that example
iv) Fully worked example
v) If Excel or a graphing calculator was used to generate values (i.e. you didnt have to plug
numbers into an equation) it is OK to simply state this. In the case of Excel you should
state the formula used.
vi) Flowcharts may also be appropriate here
b) Significant Figures
i) Inclusion of metric/SI units is expected for final derived quantities, which should be
expressed to the correct number of significant figures. Your processed data should not
have more significant figures (or decimal places) that the raw data you collected
ii) All processed data should be to the same number of significant figures
c) Treatment of Uncertainties
The uncertainties associated with the raw data must be taken into account.
i. It is possible (although not necessary for IB Biology) to calculate numerical
uncertainties for processed data values. If you are adding measured volumes each with
an uncertainty of 0.05, then you should add the uncertainties.
ii. Mean and SD are acceptable ways of showing this in graphs with error bars. The mean
should be the plotted point or height of the bar. For each point an error bar can be
drawn that extends above the point/bar 1 SD and below the point/bar 1 SD. The size of
the error bar is also an indication of the reliability of you data (and therefore any
conclusion you draw from it)
iii. The treatment of uncertainties in graphical analysis (scatter plots) requires the
construction of appropriate best-fit lines.
d) Presentation formats
A few general options are listed below; however, understand that you are not limited to
these options as there are many processing options specific to certain labs such as
electrophoresis gel analysis, and logarithmic graphs:
i. Spreadsheets and tables showing data calculations such as mean, SD, percentage change
etc.
ii. Line graphs and scatter-plots showing continuous data points (e.g. time, concentration,
age, heart rate, height etc.) with line of best fit
iii. Bar graphs showing discrete data (categories) e.g. species, phenotype, sex, ethnicity
iv. Pie charts showing percentages out of 100%
v. Biological diagrams to illustrate changes in appearance (should be used in combination
with other methods)
Diagrams and Tables
vi. There should be clear, unambiguous headings for diagrams and tables or graphs similar
to the heading used for tables in your data collection.
vii. Diagrams will be labelled as figures. Figures should be numbered for reference and be
placed below the figure it references.
Graphs
viii.Think about why you are drawing your graph . It should be a visual representation of
the data hat allows you to answer the Aim. Therefore it should look like
Dependent
variable/ units
Independent variable/
units
ix. Graphs can be drawn by hand or using graphing software such as Excel (as long as you
have had to make the decisions on the format, axes, scale etc). However, an inability to
manipulate the program to show the necessary elements is not an excuse for failing to
include them!
x. Graphs must have the following:
Title. The same expectations apply as for table (see section on Recording Raw Data). Graphs will be
labelled as figures. Figures should be numbered for reference and be placed below the figure it
references.
Appropriate scales; if you are measuring temperatures between 30 and 40 degrees, your graph
should not begin and end at 0 and 100 respectively. Your units must be appropriate as well. If you
Biology Lab Report Guide
10
are measuring in mm, you shouldnt have meters marked on your graph. Think of a graph like a
microscope; you want to see as much detail as possible.
Labeled axes with units; axes should be labeled similarly to your table headings.
Accurately plotted data points should be clearly shown
A suitable best-fit line, trend line or curve is drawn (for a line graph or scatter plot)
DO NOT CONNECT THE DOTS
A one-sentence explanation as to what the particular processing method shows would not hurt.
In some cases it would be a good idea to include a concluding statement about the results, though
you should deal with its significance in your lab in your conclusion.
Example
A Chi-squared analysis was done to determine if the differences between the
observed data and the expected data are significant. The p-value was between .05
and .025 at 3 degrees of freedom, showing that the differences were significant.
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Wr
ite
a
Conclusion
Your conclusion is what is assessed for Aspect 1. This section should be one or more
paragraphs in which you draw conclusions from your results, and reflect on whether or not
they are reliable/trustworthy.
To achieve at the highest level for this aspect you should make sure that:
a) Conclusions are truthful and based on the data. Dont try and twist your results to fit a
hypothesis or expected outcome.
b) The conclusion is clearly related to the Aim.
c) The conclusion provides a thorough description of any trends or patterns
Bad example
The results show that the concentration of sugar affects the rate of respiration. As the
sugar concentration increased so did the rate of respiration.
GOOD example
We can conclude that there is a positive, linear relationship between the concentration of
sugar and the rate of respiration. The correlation coefficient of 0.9 indicates that it is a
strong relationship.
using
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b) Modifications are realistic they can be achieved within the constraints of the
timetable, school setting and budget.
c) Improvements are not overly simplistic or superficial you need to demonstrate that you
are a science student at a Diploma level!
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Appendix 1
Terms and concepts in error analysis (adapted from IBOs Online Curriculum Centre)
(a) Random variation or normal variation
i) In biological investigations, errors can be caused by
a. changes in the material used, or
b. by changes in the conditions under which the experiment is carried out.
c. e.g. the osmotic potential of potato tissue will vary between different potatoes. Different parts
of the same potato will also show variations, but they will probably show a normal variation that is
less than that from samples taken from different potatoes.
ii) Random errors can, therefore, be kept to a minimum by careful selection of material and by careful
control of variables.
a. e.g. you could use a water bath to reduce the random fluctuations in ambient temperature.
(b) Human errors (mistakes)
i) Human errors can occur when tools, instruments or protocols are used or read incorrectly.
a. e.g. A temperature reading from a thermometer in a liquid should be taken after stirring the
liquid and with the bulb of the thermometer still in the liquid.
b. e.g. Thermometers (and other instruments) should be read with the eye level with the liquid in
the thermometer (reading needle) to prevent parallax error.
ii) Human errors can be systematic, because the experimenter does not know how to use the apparatus
properly, or
iii) They can be random, because the power of concentration of the experimenter is fading. To help
overcome this:
a. Automated measuring, using a data logger system, can be used
b. Alternatively, the experimenter can take a break occasionally.
(c) The act of measuring
i) When a measurement is taken, this can affect the environment of the experiment.
a. E.g. when a cold thermometer is put into a test tube with only a small volume of warm water in it,
the water will be cooled by the presence of the thermometer, or
b. E.g. when the behaviour of animals is being recorded, the presence of the experimenter may
influence the animals behaviour.
(d) Systematic errors
a) Systematic errors can be reduced if equipment is regularly checked or calibrated to ensure that it is
functioning correctly.
a. e.g. a thermometer should be placed in an electronic water bath to check that the thermostat of
the water bath is correctly adjusted.
b. e.g. a blank should be used to calibrate a colorimeter to compensate for the drift of the
instrument.
(e) Degrees of precision and uncertainty in data
i) You must choose an appropriate instrument for measuring such things as length, volume, pH and light
intensity. You dont need to justify every piece of equipment (in a normal science lab the most
appropriate instrument may not be available).
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ii) For the degrees of precision, the simplest rule is that the degree of precision is plus or minus () the
smallest division on the instrument (the least count). This is true for rulers and instruments with
digital displays.
iii) The instrument limit of error is usually no greater than the least count and is often a fraction of the
least count value.
a. e.g. a burette or a mercury thermometer is often read to half of the least count division. This
would mean that a burette value of 34.1 cm3 becomes 34.10 cm3 ( 0.05 cm3). Note that the
volume value is now cited to one extra decimal place so as to be consistent with the uncertainty.
(g) Replicates and samples
i) Biological systems, because of their complexity and normal variability, require replicate observations
and multiple samples of material. As a rule,
a. the lower limit is five measurements, or a sample size of five.
b. Very small samples run from 5 to 20,
c. small samples run from 20 to 30, and
d. big samples run from 30 upwards.
ii) Obviously, this will vary within the limits of the time available for an investigation. It is also possible
to use class data to generate sufficient replicates to permit adequate processing of the data.
However, you must have been personally involved in the data collecting process, and your own set of
raw data should be presented and clearly identified.
iii) Where sufficient replicates have been carried out, then the calculation of the standard deviation of
the mean is expected. Another statistic, the standard error of the mean to derive confidence limits,
may also be calculated. The standard error is not expected, but it would be an acceptable alternative
to the standard deviation.
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