Skip to content
Dabour HubLEARN · PRACTICE · EXPLORESign inStudent

6.3.1Inquiry Process

Concluding in Biology — IB Biology HL Revision Notes & Topical Questions

5 min read 5 parts Lesson 159 of 160

📚 IB Biology HL Hub / Topical Revision
🩺
100% Curriculum Specification Match Lesson Doctor Verified
The only platform with 100% curriculum specification match and verified interactive question banks.
Curriculum Equation Key قوانين الرقم الهيدروجيني والاتزان الأيوني - pH & Acid-Base Equilibrium FormulasFast Exam Solution
pH = -log[H⁺] | pOH = -log[OH⁻] | pH + pOH = 14 | [H⁺][OH⁻] = 10⁻¹⁴
Word Equation & Conditions: الرقم الهيدروجيني = -لوغاريتم تركيز أيون الهيدروجين | pH + pOH = 14
Location & Specifications: الاتزان الأيوني، كيمياء 3 ثانوي، التحصيلي، و AP Chemistry.
0%read

Section 1 of 5Principles of a Good Conclusion

A conclusion is a short summary of what your analysis showed, supported only by your own data.

Direct answer
  • Direct answer Open with a clear statement that answers the research question, based on the trend you identified when interpreting the graph.
Key evidence
  • Key evidence Quote processed values that back the statement,
    • such as an optimum temperature, a calculated isotonic point or mean percentage changes at the extremes.
Data only
  • Data only Every claim must be justified by your results;
    • speculation about causes belongs in the evaluation, not here.
No new ideas
  • No new ideas Do not introduce fresh explanations or data;
    • the conclusion summarises analysis that has already been presented.

Section 2 of 5Linking to the Hypothesis

1
State the hypothesis again briefly so that the reader can see exactly what is being tested.
2
Say explicitly whether the results support or refute it, using a specific finding such as activity peaking at pH 8 and falling on either side.
3
If the hypothesis is refuted, say so plainly; a result that differs from the prediction is still a valid scientific finding and not a failed experiment.
4
Leave reasons for any mismatch to the evaluation section, where uncertainties and errors are discussed.

Section 3 of 5Comparing with Accepted Science

Comparing with Accepted Science
Expected pattern
  • Expected pattern State the trend or value that textbooks or the IB data booklet give, so your outcome can be judged against a reference.
Source
  • Source Name the source you used, such as a textbook edition or a published study, so the comparison can be checked.
Percentage difference
  • Percentage difference When a published numerical value exists, calculate how far your value is from it and comment on what that says about accuracy.
Broader principle
  • Broader principle Relate the finding to the underlying biology, for example enzyme denaturation or the movement of water down a water potential gradient.
FeatureStrong conclusionWeak conclusion
OpeningAnswers the research question directlyRestates the method
EvidenceQuotes processed valuesQuotes vague impressions
HypothesisClearly supported or refutedNot mentioned
ContextCompared with a named sourceNo comparison made

Section 4 of 5Worked Example

Question

  • A student's graph gives an isotonic concentration of 0.33 mol dm⁻³ for potato tissue;
    • a reference value is 0.30 mol dm⁻³.
  • Calculate the percentage difference and write a one-sentence comparison.

  1. Difference = 0.33 − 0.30 = 0.03 mol dm⁻³.
  2. Percentage difference = (0.03 ÷ 0.30) × 100 = 10%.
  3. The experimental value is above the reference value, so the tissue appears to have a slightly lower water potential than expected.

Answer The isotonic point of 0.33 mol dm⁻³ is 10% higher than the reference value of 0.30 mol dm⁻³, so the result is reasonably close but not exact.

Section 5 of 5Exam Checklist & Tips

6.3.1 – Key Points for the Exam

  • Conclusion A brief statement answering the research question using only the evidence from the analysis.
  • Hypothesis A testable prediction about the relationship between the variables.
  • Supported Describes a hypothesis whose prediction matches the pattern found in the data.
  • Percentage difference The gap between an experimental and a reference value divided by the reference value, times 100.
  • Literature value An accepted value or pattern taken from a reliable published source.

Common Mistakes

  • Writing that the hypothesis was proved; data can only support or fail to support a hypothesis.
  • Adding new explanations or extra data in the conclusion instead of leaving them for the evaluation.
  • Treating a refuted hypothesis as a failed investigation instead of reporting it honestly.
  • Comparing with published values without naming the source or giving a figure for the difference.

Last updated:

\n