International School Eindhoven
EXTENDED ESSAY IN PHYSICS
Introduction
Choices
For the student the early days of the EE are full of choices, firstly which subject to choose,
secondly which topic and thirdly what research question. There are many reasons that
students choose to write their EE in physics:
1 Physics is their best/favourite subject.
2 They want to study physics at university.
3 They want me to write a teacher recommendation.
4 They find physics difficult and think this might improve their chances.
These are all valid reasons, in fact I often say to students that if they want me to write a
teacher recommendation for them then they might consider doing an EE in physics, it
means that I can really add some meat to the reference. It makes a big difference when you
can write about the independent research that the student is involved with and all the
challenges they have faced; universities are often more impressed than the IB examiners.
Students don't have to be good at physics to write a good essay as long as they stick to what
they know, it’s probably easier to score well for a student who is a good essay writer and
poor at physics than someone who is good at physics but can't write an essay. From the
beginning it must be stressed that this is an essay not a university research paper so doesn't
have to be cutting edge, as you will find out most of the marks of for how the essay is
structured not the physics.
Type of Essay
There are 5 types of essay
• Experimental: design and implementation of an experiment, then personal collection and
analysis of the data.
• Data-based: location and extraction of raw or processed data, not collected directly by
the student, which is then further refined and analysed.
• Theoretical: development of a quantitative or semi-quantitative description of some
physical phenomenon, exercise of the model, predictions about its behaviour and
limitations.
• Survey: formulation of a cohesive, ordered, analytical and supported (qualitative and
quantitative) discussion of the topic.
• Combination: some combination of the approaches listed above.
Whichever one of these is chosen it is important that the student has the possibility to put
some of their own ideas into the essay, these don't have to be correct but if not they must
have enough understanding to realise why they are not. It's far easier to have personal input
when doing an experimental type essay so these are the type that i promote with my
students and what this website will focus on.
Grade A descriptor
Demonstrates effective research skills resulting in a well-focused and appropriate research
question that can be explored within the scope of the chosen topic; effective engagement
with relevant research areas, methods and sources; excellent knowledge and understanding
of the topic in the wider context of the relevant discipline; the effective application of
source material and correct use of subject-specific terminology and/or concepts further
supporting this; consistent and relevant conclusions that are proficiently analysed; sustained
reasoned argumentation supported effectively by evidence; critically evaluated research;
excellent presentation of the essay, whereby coherence and consistency further supports
the reading of the essay; and present and correctly applied structural and layout elements.
Engagement with the process is conceptual and personal, key decision-making during the
research process is documented, and personal reflections are evidenced, including those
that are forward-thinking.
© IBO
Criterion A: Focus and Method (Maximum mark 6)
Strands
This criterion focuses on three main strands.
1. The topic – identification and effective explanation
2. The research question – clear, relevant and focused
3. The methodology – relevance and appropriateness of source/methods chosen
The assessment is based on the explanation of the focus of the research, which includes
both the topic and the research question, how the research will be undertaken and how the
focus is maintained throughout the whole essay.
Specific points covered
Specifically, the assessment considers:
1. How effectively does the essay identify and communicate the chosen topic. This includes
justifying its worthiness?
2. Given the scope of the task, is the research question appropriate and sufficiently focused
so that it can be addressed adequately within 40 hours/4000 words?
3. Is the research question clearly stated in the introduction and is it set against the
background knowledge and understanding of the chosen topic area?
4. Is the focus of the research question maintained throughout the whole essay?
5. Is there evidence of informed and effective selection of a variety of sources and methods
of appropriate material to gather relevant information in order to address the research
question within the 4000 word limit?
Level 5-6 descriptor
How the student has addressed each of the specific points above then determines the mark
out of six to be awarded? The level descriptors are given on page 101 of the Extended Essay
Guide. To achieve the highest mark band of 5-6 the assessor must be satisfied that each of
the three main strands has been properly and competently addressed:
The topic is communicated accurately and effectively.
i.e. The research topic has been identified, explained and effectively communicated.
Both the purpose and focus of the research is clear and appropriate.
The research question is focused and stated clearly.
i.e. The research question addresses an issue of research appropriately connected to
the discussion in the essay.
The methodology of the research is complete.
i.e. An appropriate range of relevant sources/methods have been consulted and
applied to the topic and research question.
Evidence is apparent of effective and informed selection of the sources/methods.
Some common errors made by students
Some common reasons for not attaining Achievement level 6 for Criterion A: Focus and
method include:
Choosing a topic and research question in a subject other than physics
Not setting the research question within the context of the topic.
Not setting the topic into an academic context.
Failing to demonstrate clearly the significance and worthiness of the topic.
Forgetting to include the research question in the introduction.
Not stating the research question clearly.
Not stating the research question as a question.
Stating multiple research questions.
Stating a research question that is too broad to be covered in 4000 words.
Stating a research question which does not lend itself to a systematic investigation.
Not clearly relating the discussion/investigation to the research question.
Not stating and discussing possible alternatives methods (experimental or otherwise) to the
one chosen.
Not citing the source of the method used.
Not showing how the method has been modified by the student.
Making sweeping or subjective statements.
Making statements of fact without giving (or explaining) their origin.
Giving trivial or unresearched background information.
Repetition
Including too much content that is not physics.
Criterion B: Knowledge and Understanding (Maximum mark 6)
Strands
This criterion focuses on two main strands.
1. Knowledge and understanding – clear, relevant and coherent
2. Terminology and concepts – accurate and consistent
The assessment is based on the extent to which the research relates to the physics used to
explore the research question and the way in which the use of appropriate terminology and
concepts are used to underpin the knowledge and understanding of physics related to the
topic and research question chosen.
Specific points covered
Specifically, the assessment considers:
1. Has the research question being investigated been put into the context of physics?
2. Does the essay demonstrate the relevant selection of sources appropriate to the research
question and is the application of these sources identifiable?
3. Is knowledge and understanding of the chosen topic and research question demonstrated
?
4. Is appropriate terminology used consistently and correctly throughout to indicate
knowledge and understanding of physics?
Level 5-6 descriptor
How the student has addressed each of the specific points above then determines the mark
out of six to be awarded? The level descriptors are given on pages 102 and 103 of the
Extended Essay Guide. To achieve the highest mark band of 5-6 the assessor must be
satisfied that each of the two main strands has been properly and competently addressed:
Excellent knowledge and understanding is demonstrated.
i.e. The selection of source materials is clearly relevant and appropriate to the
research question.
Knowledge of the topic is shown to be clear and coherent and the sources are
effectively used with understanding.
Excellent use of terminology and concepts
i.e. Accurate and consistent use is made of concepts and terminology relevant to both
physics and the topic which
demonstrate effective knowledge and understanding.
Some common errors made by students
Some common reasons for not attaining Achievement level 6 for Criterion B: Knowledge and
understanding include:
Selecting sources that are not relevant to the research question.
Selecting too narrow a range of sources.
Using equations or formulas without first deriving them.
Giving unnecessary explanations for basic physics.
Getting the maths wrong in calculations.
Drawing best fit lines based on too little data.
Not explaining the physics behind the techniques used.
Processing data incorrectly.
Omission of units or incorrect use of units.
Inconsistent use of terminology (e.g. referring to the energy required to accelerate an
object when they mean force).
Criterion C: Critical thinking (maximum mark 12)
Strands
This criterion focuses on four main strands (although the IB puts discussion and evaluation
together).
1. Research – appropriate to research question & relevant
2. Analysis – clearly focused & effectively supported
3. Discussion – reasoned argument, well structured & coherent
4. Evaluation - contains a reflective conclusion supported by evidence
The assessment is based on the extent to which critical-thinking skills have been used to
analyse, discuss and evaluate the research undertaken.
Specific points covered
Specifically, the assessment considers:
1. Are the selection and the application of the research presented both relevant and
appropriate to the research question?
2 Are the sources/methods used appropriate in terms of how they have been used in the
development of the argument presented?
3. Is the analysis of the research effective and focused on the research question?
4. Does the discussion of the research develops a clear and coherent reasoned argument in
relation to the research question?
5. Are the arguments presented in the essay critically evaluated?
6. Are there any unlikely or unexpected outcomes which also demonstrate critical thinking?
Level 10-12 descriptor
How the student has addressed each of the specific points above then determines the mark
out of twelve to be awarded. The level descriptors are given on pages 104 and 105 of the
Extended Essay Guide. To achieve the highest markband of 10-12 the assessor must be
satisfied that each of the main strands has been properly and competently addressed:
The research is excellent.
i.e. The research is appropriate to the research question and its application is relevant
throughout.
The analysis is excellent.
i.e. The research is clearly focused on the research question and is analysed
effectively. Any less relevant research that is included does not detract significantly
from the quality of the overall analysis.
Conclusions to individual analysis points are properly supported by the evidence
presented.
The discussion and evaluation are excellent.
i.e The research is supported by a focused and effective reasoned argument with a
conclusion that reflects the evidence presented.
The reasoned argument that is developed is well-structured and coherent. Any
minor inconsistencies present do not hinder the strength of the overall argument or
or detract from the final or summative conclusion.
The research has been evaluated critically.
Excellent use of terminology and concepts
i.e. Accurate and consistent use is made of concepts and terminology relevant to both
physics and the topic which
demonstrate effective knowledge and understanding.
Some common errors made by students
Some common reasons for not attaining Achievement level 12 for Criterion C: Critical
thinking include:
Making unsubstantiated and sweeping claims in the discussion.
Deviating from the research question.
Giving straightforward descriptions or narrative accounts rather than an argument.
Giving unnecessary and trivial details which detract from a logical sequence.
Not looking for flaws or weaknesses in their argument.
Not considering different approaches or counter-arguments.
Not questioning the reliability of sources quoted.
Not including the uncertainties associated with all aspects of an experiment.
Not questioning underlying assumptions made in arguments.
Basing conclusions on single (not reproduced) results.
Introducing new material into the final conclusion.
Not presenting evidence in the final conclusion that is consistent with the evidence in the
body of the essay.
Omitting quantitative values in the final conclusion.
Not relating the conclusion directly to the research question.
Suggesting facile or unrealistic areas for further investigation.
Criterion D: Presentation (maximum mark 4)
Strands
This criterion focuses on two main strands.
1. Structure – as expected & appropriate for the subject
2. Layout – required elements to support understanding
The assessment is based upon the extent to which the essay follows the standard format
expected for academic writing and upon the extent to which this aids effective
communication.
Specific points covered
Specifically, the assessment considers:
1. Is the structure of the essay compatible with the expected conventions of a research
paper in chemistry?
2. Does the essay contain all the required elements. These are: a title page, a table of
contents, page numbers, section headings (where appropriate), effective inclusion of
illustrative materials (tables, graphs, diagrams etc. all, appropriately labeled), quotations (if
relevant), a bibliography and correctly referenced (applied consistently according to an
accepted format).
Note that if the essay exceeds four thousand words then the examiner will not read beyond
4000 words and the essay will be penalised accordingly.
Level 3-4 descriptor
How the student has addressed each of the specific points above then determines the mark
out of four to be awarded? The level descriptors are given on page 105 of the Extended
Essay Guide. To achieve the highest mark band of 3-4 the assessor must be satisfied that the
requirements for the structure and layout have been properly and competently addressed:
The presentation (structure and layout) of the essay is good.
i.e. The structure of the essay is clearly appropriate according to the expected
conventions for reporting research in chemistry.
The required elements for the layout are all present and correctly applied. The
structure and layout support the reading, understanding and evaluation of the essay.
Some common errors made by students
Exceeding 4000 words.
Poor or non-existent referencing.
Poor or non-existent bibliography.
Facile use of diagrams and or images.
Not numbering the pages.
Omitting a title page and/or table of contents.
Erratic use of fonts and font sizes.
Poor labeling (or non-existent labeling) of diagrams.
Illogical or poor organisation of the essay.
Criterion E: Engagement (maximum mark 6)
Strands
1. Reflections on engagement with the process – planning & progress
2. Reflections on engagement with the research focus - intellectual initiative and/or
creative approach in the”student voice”
The assessment is based upon how the student has engaged with the research process and
with their research focus. It is the final part of the assessment and will be applied by the
external examiner after the student’s Reflections on planning and progress form (EE/RPPF)
has been considered.
Specific points covered
Specifically, the assessment considers:
1. How well has the student engaged with the process? (This includes discussion with
his/her supervisor during the planning and progress of the research.)
2. How well was the student able to reflect upon and refine the research process?
3. How did the student react to insights gained through exploring his/her research question?
4. Was the student able to evaluate decisions made through the research process and
suggest improvements to their own working practice?
5. Did the student demonstrate intellectual initiative and a creative approach through
reflections on the thought and research process?
6. To what extent is the student’s voice, rather than the supervisor’s or academics’ voice,
present?
Level 5-6 descriptor
How the student has addressed each of the specific points above then determines the mark
out of six to be awarded? The level descriptors are given on pages 105 and 106 of the
Extended Essay Guide. To achieve the highest mark band of 5-6 the assessor must be
satisfied that each of the main indicators has been properly and competently addressed:
The engagement is excellent.
i.e. The reflections on decision-making and planning are evaluative. They include
reference to the student’s capacity to consider actions and ideas in response to any
setbacks experienced in the research process.
A high degree of intellectual and personal engagement with the research focus
and process of research is communicate through the reflections.
The reflections demonstrate authenticity, intellectual initiative and/or a creative
approach in the student voice.
