IB Extended Essay Advisor Comment and Assessment Rubric - PHYSICS

Supervisor’s Name: __________________________________ Candidate’s Name: ___________________________________

A. Research Question
This criterion assesses the extent to which the purpose of the essay is specified. In many subjects, the aim of the essay will normally be expressed as a question and,
therefore, this criterion is called the “research question.” However, certain disciplines may permit or encourage different ways of formulating the research task.

Although the aim of the essay can best be defined in the form of a question, it may also be presented as a statement or proposition for discussion. Whichever way it is formulated,
the research question must be: appropriate to physics as a science; centred on physics and not on peripheral issues such as the history of physics or social implications of
discoveries in physics; and identified clearly and set out prominently in the introduction. An effective treatment within the word limit requires a narrow and well-focused topic.

Below Standard Adequate Excellent

0 1 2
 Not stated in the introduction  Stated in the introduction  Clearly stated in the introduction
 Does not lend itself to a systematic investigation in an extended  Not clearly expressed  Sharply focused
essay in the subject in which it is registered  Too broad in scope to be treated effectively within the word  Makes effective treatment possible within word limit
limit

First Draft Comments:

B. Introduction
This criterion assesses the extent to which the introduction makes clear how the research question relates to existing knowledge on the topic and explains how the topic
chosen is significant and worthy of investigation.

The introduction should relate the research question to existing subject knowledge: the student’s personal experience or particular opinion is rarely relevant here. The relevant
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 with a lengthy account
of the context of the physics involved.

Below Standard Adequate Excellent

0 1 2
 Little or no attempt is made to set the research question into  Some attempt is made to establish the research question in  Context of the research question is clearly demonstrated
context context  Introduction clearly explains the significance of the topic and
 Little or no attempt to explain the significance of the topic  Some attempt to explain the significance of the topic and why it why it is worthy of investigation
is worthy of investigation
 First Draft Comments:

C. Investigation
This criterion assesses the extent to which the investigation is planned and an appropriate range of sources has been consulted, or data has been gathered, that is
relevant to the research question.

The way in which the investigation is planned will depend on the approach chosen by the student. However, the plan should include the relevant theory as well as an appreciation
of the uncertainties or limitations inherent to techniques and apparatus.

Below Standard Marginal Adequate Good Excellent

0 1 2 3 4

 *Where the research question  Little to no evidence that  A range of inappropriate  A limited range of  A sufficient range of  An imaginative range of
does not lend itself to a sources have been consulted sources has been consulted appropriate sources has appropriate sources has appropriate sources has
systematic investigation in the or data gathered or inappropriate data has been consulted or data has been consulted or data has been consulted or data has
subject in which the essay is been gathered been gathered been gathered been gathered
registered, the maximum level  Little to no evidence of
that can be awarded for this planning in the investigation  There is little evidence that  Some relevant material has  Relevant material has been  Relevant material has been
criterion is 2. the investigation has been been selected selected carefully chosen
planned  There is evidence of some  The investigation has been  The investigation has been
planning in the satisfactorily planned well planned
investigation

First Draft Comments:

D: Knowledge and Understanding of Topic

“Academic context”, as used in this guide, can be defined as the current state of the field of study under investigation. However, this is to be understood in relation to
what can reasonably be expected of a pre-university student. For example, to obtain a level 4, it would be sufficient to relate the investigation to the principal lines of
inquiry in the relevant field; detailed, comprehensive knowledge is not required.

The knowledge and understanding demonstrated in a physics essay should extend from the Diploma Programme physics course or laboratory. The fundamental knowledge
acquired in the classroom could be applied to a new physical situation that requires an interpretation of this knowledge. A purely empirical approach seriously limits the level of
knowledge and understanding of the physics related to a topic, and consequently should be avoided.
 Below Standard Marginal Adequate Good Excellent
0 1 2 3 4
 *Where the research question
 Essay demonstrates no  Essay demonstrates some  Essay demonstrates an  Essay demonstrates good  Essay demonstrates a very
does not lend itself to a
real knowledge or knowledge but little adequate knowledge and knowledge and good knowledge and
systematic investigation in the
understanding of the topic understanding of the topic some understanding of the understanding of the topic understanding of the topic
subject in which the essay is
 Essay shows little topic  Where appropriate, the  Where appropriate, the
registered, the maximum level
that can be awarded for this awareness of an academic  Essay shows some essay successfully outlines essay clearly and precisely
criterion is 2. context for the awareness of an academic an academic context for locates the investigation in
investigation context for the the investigation an academic context
investigation

First Draft Comments:

E. Reasoned Argument

This criterion assesses the extent to which the essay uses the material collected to present ideas in a logical and coherent manner, and develops a reasoned argument in
relation to the research question.

Students should be aware of the need to give their essays the backbone of a developing argument. Personal views should not simply be stated but need to be supported by reasoned
argument to persuade the reader of their validity. For example, it is not sufficient to write “From the graph we can see that…”. Straightforward descriptive or narrative accounts
that lack analysis do not usually advance an argument and should be avoided. A well-organized and well-presented essay will enhance the clarity of an argument.

 Below Standard Marginal Adequate Good Excellent

0 1 2 3 4

 No attempt to develop a  Limited or superficial  Some attempt to present  Ideas are presented in a  Ideas are presented clearly
*Where the research question reasoned argument in attempt to present ideas in ideas in a logical and logical and coherent and in a logical and
does not lend itself to a relation to the research a logical and coherent coherent manner manner coherent manner
systematic investigation in the question manner  Some attempt to develop a  A reasoned argument is  Essay succeeds in
subject in which the essay is  Limited or superficial reasoned argument in developed in relation to developing a reasoned and
registered, the maximum level attempt to develop a relation to the research the research question, but convincing argument in
that can be awarded for this reasoned argument in question, but this is only with some weaknesses relation to the research
criterion is 2. relation to the research partially successful question
question
 First Draft Comments:

F. Application of Analytical and Evaluative Skills Appropriate to the Subject

Physicists use mathematics as a tool. This tool should not replace the relevant physics, nor become the goal itself rather than the instrument used to reach the goal. The student
should show an understanding of the statistics and mathematical relationships produced automatically by software programs. A complete and solid understanding of the intrinsic
limitations of an investigation, and their implications for the conclusions reached, is essential. It should be shown in some way that a given proposed limitation,
possibly procedural, does have the expected impact on the final results and conclusion, for example, in the case where experimental results are compared to standard values. A
proper manipulation of significant digits and uncertainties, including uncertainty in the mean and in graphs, is expected, as well as an understanding of propagation of errors.

Below Standard Marginal Adequate Good Excellent

0 1 2 3 4
 Essay shows no application of  Essays shows little application of  Essay shows some application of  Essay shows sound application of  Essay shows effective and
appropriate analytical and appropriate analytical and appropriate analytical and appropriate analytical and sophisticated application of
evaluative skills evaluative skills evaluative skills evaluative skills appropriate analytical and
evaluative skills

First Draft Comments:

G: Use of Language Appropriate to the Subject

Scientific language must be used throughout the essay. Students should be encouraged to read articles from recognized scientific journals or magazines to learn about the proper
style, organization and presentation of a scientific paper. The essential quality of the language relates to exactness and precision, and typical expressions, such as “function of” or
“proportional to”, carry specific meanings. A curve on a graph cannot be qualified as “exponential” or “quadratic” without proper analysis. Any symbols used must be clearly and
fully identified in the context of the situation; for example, writing “t for time” would not be sufficient but writing “t for time during which the magnetic force is applied” would be
precise and helpful.

Below Standard Marginal Adequate Good Excellent

0 1 2 3 4
 Language used is inaccurate and  Language used sometimes  Language used for the most part  Language used communicates  Language used communicates
unclear communicates clearly but does communicates clearly clearly clearly and precisely
 No effective use of terminology not do so consistently  Use of terminology appropriate to  Use of terminology appropriate to  Terminology appropriate to the
appropriate to the subject  Use of terminology appropriate to the subject is usually accurate the subject is accurate, although subject is used accurately, with
the subject is only partially there may be occasional lapses skill and understanding
accurate
 First Draft Comments:

H: Conclusion
This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the research question and is consistent with the evidence presented in
the essay.

“Consistent” is the key word here: the conclusion should develop out of the argument and not introduce new or extraneous matter. It should not repeat the material of the
introduction; rather, it should present a new synthesis in light of the discussion. The conclusion should reveal the impact on the final results of the investigation of uncertainties in
experimental data, the limitations of a model or of an experimental design, or the validity of sources.

Below Standard Adequate Excellent

0 1 2
 Little or no attempt is made to provide a conclusion that is  A conclusion is attempted that is relevant to the research  An effective conclusion is clearly stated
relevant to the research question question but may not be consistent with the evidence  Conclusion is relevant to the research question and
presented in the essay consistent with the evidence presented in the essay
 Where appropriate to the subject concerned, the conclusion
includes unresolved questions

First Draft Comments:

I: Formal Presentation
This criterion assesses the extent to which the layout, organization, appearance and formal elements of the essay consistently follow a standard format. The formal
elements are: title page, table of contents, page numbers, illustrative material, quotations, documentation (including references, citations and bibliography) and
appendices (if used).
This criterion relates to the extent to which the essay conforms to academic standards about the way in which research papers should be presented. The presentation of essays that
omit a bibliography or that do not give references for quotations is deemed unacceptable (level 0). Essays that omit one of the required elements—title page, table of contents, page
numbers—are deemed no better than satisfactory (maximum level 2), while essays that omit two of them are deemed poor at best (maximum level 1).

Below Standard Marginal Adequate Good Excellent

0 1 2 3 4
 Formal presentation is  Formal presentation is poor  Formal presentation is satisfactory  Formal presentation is good  Formal presentation is excellent
unacceptable  Is within the word limit  Is within the word limit  Is within the word limit  Is within the word limit
 Essay exceeds 4000 words
 First Draft Comments:

J: Abstract
The requirements for the abstract are for it to state clearly the research question that was investigated, how the investigation was undertaken and the conclusion(s) of
the essay.

The abstract is judged on the clarity with which it presents an overview of the research and the essay, not on the quality of the research question itself, nor on the quality of the
argument or the conclusions.

Below Standard Adequate Excellent

0 1 2
 Does not state the research question  States the research question that was investigated  Clearly states the research question that was investigated
 Does not state how the investigation was undertaken  States how the investigation was undertaken  Clearly states how the investigation was undertaken
 Does not state the conclusions of the essay  States the conclusions of the essay  Clearly states the conclusions of the essay
 Exceeds 300 words  Is within the word limit  Is within the word limit

First Draft Comments:

K: Holistic Judgment
The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as intellectual initiative, depth of understanding and insight. While
these qualities will be clearly present in the best work, less successful essays may also show some evidence of them and should be rewarded under this criterion.

Qualities that are rewarded under this criterion include the following.
* Intellectual initiative: Ways of demonstrating this in physics essays include the choice of topic and research question, and locating and using a wide range of sources, including
some that may have been little used previously or generated for the study.
* Insight and depth of understanding: These are most likely to be demonstrated as a consequence of detailed research, reflection that is thorough and well informed, and reasoned
argument that consistently and effectively addresses the research question.
* Originality and creativity: In physics, these include looking inquisitively at the surrounding world, innovation in experimental procedures and equipment to measure variable
parameters, an inventive approach to physical analysis or to classical topics, as well as the construction of imaginative theoretical models.
 Below Standard Marginal Adequate Good Excellent
0 1 2 3 4
 Essay shows no evidence of  Essay shows little evidence of  Essay shows some evidence of  Essay shows clear evidence of  Essay shows considerable
intellectual initiative, depth of intellectual initiative, depth of intellectual initiative, depth of intellectual initiative, depth of intellectual initiative, depth of
understanding and insight understanding and insight understanding and insight understanding and insight understanding and insight

First Draft Comments:

Submitted to turnitin.com  yes  no

Works Cited/Works Consulted Page is free of errors  yes  no

Disclaimer: The draft score is assigned at the school level by the candidate’s supervisor. It is a formative evaluation intended to help the student
revise the essay. The finished essay is rescored by the supervisor and submitted as the student’s predicted grade on the extended essay. The
actual/official extended essay score is determined by the mark received from external IBO examiners.

A. Research Question _____

B. Introduction _____
C. Investigation _____
D. Knowledge/Understanding of Subject _____
E. Reasoned Argument _____
F. Analytical and Evaluative Skills _____
G. Use of Language _____
H. Conclusion _____
I. Formal Presentation _____
J. Abstract _____
K. Holistic Judgment _____

Total: /36
ESTIMATED GRADE BOUNDARIES OVERALL ASSESSMENT:

Excellent 36-30 A Work of an excellent standard

Good 29-25
B Work of a good standard

Satisfactory 24-17
C Work of a satisfactory standard

Mediocre 16-9
D Work of a mediocre standard
Elementary 8-0
E Work of an elementary standard