Skip to content
Dabour HubLEARN · PRACTICE · EXPLORESign inStudent

6.1.1Inquiry Process

Exploring in Biology — IB Biology SL Revision Notes & Topical Questions

5 min read 5 parts Lesson 3 of 10

📚 IB Biology SL 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 5Finding a Focused Idea

Strong investigations often begin with a familiar practical that you adapt in a new way.

Starting point
  • Starting point A surprising class result or a change to a standard practical, such as using a different organism, can lead to a good idea.
Real-world link
  • Real-world link Connecting a biological concept to a practical problem, such as salty soil and crop seeds, adds purpose and relevance.
One variable
  • One variable Investigate one independent variable and one dependent variable in depth rather than several factors at once.
Comparison
  • Comparison Comparing two enzyme sources or two species can show insight into how structure and environment are linked.
Feasibility
  • Feasibility Check that the equipment, living material, safety rules and time available make the idea practical in a school laboratory.

Section 2 of 5Background Research

Research gives scientific context to the question and to the prediction.

1
List what you already know from notes, the textbook and the data booklet about the process you want to study.
2
Consult reliable sources such as scientific databases or journals, and record exactly where each fact came from.
3
Find accepted values or patterns, such as an enzyme's optimum pH, so that your results can later be compared.
4
Look at published methods to see how others measured the dependent variable and which problems they met.
5
Refine or even change your idea if the research shows that it is too broad, unsafe or not testable.

Section 3 of 5Research Question and Hypothesis

Research Question and Hypothesis
Research question
  • Research question It names the independent variable, the dependent variable, the organism or system and the range of values studied.
Too broad
  • Too broad A question such as how abiotic factors affect plants is vague because it does not state what will be changed or measured.
Hypothesis form
  • Hypothesis form Write it as If the independent variable changes, then the dependent variable will change in a stated way, because of a mechanism.
Justification
  • Justification The because part must rely on biological principles such as enzyme structure, water potential or limiting factors, not on a hunch.

Section 4 of 5Worked Example

Question

  • A student is interested in how salt affects plants.
  • Turn this into a focused research question and hypothesis.

  1. Researchsalt in soil lowers the water potential outside the seed, which can reduce water uptake by osmosis.
  2. Narrow the systemuse one species, radish seeds, and one measure, final percentage germination after 7 days.
  3. Choose one independent variablesodium chloride concentration, 0 to 2.0 % in steps of 0.5 %.
  4. Write the questionWhat is the effect of sodium chloride concentration on the percentage germination of radish seeds after 7 days?
  5. Write the hypothesis with a reasonif concentration rises, germination falls,
    • because lower water potential reduces osmotic water uptake that germination needs.

Answer A focused question with one independent and one dependent variable, plus a hypothesis justified by osmosis.

Section 5 of 5Exam Checklist & Tips

6.1.1 – Key Points for the Exam

  • Research question A focused, testable question linking one independent variable to one dependent variable.
  • Hypothesis A testable prediction of the outcome that includes a scientific reason for it.
  • Independent variable The factor deliberately changed by the investigator.
  • Dependent variable The factor measured to find the effect of the change.
  • Feasibility Whether the investigation can realistically be done with the available time, materials and safety limits.

Common Mistakes

  • Choosing a question that changes two or more independent variables at once, so the cause cannot be identified.
  • Writing a prediction with no scientific reason after the word because.
  • Using a research question so general that no measurable variable is named.
  • Planning an experiment with living material that needs more time than is available.

Last updated:

\n