Answer question: To what extent can the cardiac enzymes Creatine Kinase, Troponin T, and Troponin I be used as biomarkers of Heart Failure, with the influence of factors such as age, gender, obesity, diabetes, and smoking?
Variables: age, gender, obesity, smoking, diabeties, Creatine Kinase, Troponin T and Troponin I
Type of research and data collection: secondary research
answer the question based on secondary reasearch to find a correlation and relationship or not for each variable focusing on the question 🙋
Structure:
Table of Contents
● Mandatory element
● List of all the sections and subsections per title, in order of appearance and with reference to
their respective commencing page numbers
1. Introduction Try to make it clear to the reader the context of your essay in a very clear and objective way.
b) Include known data/results and references from the scientific literature (articles or books) to
show prior knowledge and good research basis.
c) Give your essay a context and a justification that shows why it is important to study this topic
and personal interest/significance/curiosity.
d) Bring light towards your research question and hypotheses.
e) Note the correct writing and formatting of scientific names.
f) Make sure to introduce the reader to all information necessary for a better understanding of the
entire essay.
1.1. Hypothesis
H1 Alternative hypothesis: explain with reasoning and citations your hypothesis
H0 Null hypothesis: state that the treatment you have chosen has no effect
1.2. Objective
a) It represents the central idea of the essay.
b) May be written as a single statement in a succinct and objective way.
2. Methodology
Plan to collect between 5 to 10 replications of each independent variable with a minimum of
25 collections in total.
b) Scientific papers are usually written within a paragraph form instead of a list.
c) Be specific, but do not include statements such as: “put gloves on” or “clean up after the
experiment”, because these steps are part of any lab experiment and, therefore, are not
mentioned in scientific papers.
d) Write down what are the variables (dependent, independent and controlled) of your essay,
providing a brief description, units of measurement, range and justification for having chosen
them. It can be done in the form of a text or of a table.
2.2. Safety, ethical and environmental considerations
a) Would someone be injured by your data collection/experimentation? If yes, how? If not, why
not?
b) What are the actions you would take to make sure you will fully respect and be concerned
about any animals, humans, the environment, and health issues your work might involve?
c) Will your work have any impact on the environment? If yes, what actions would you take to
minimize this impact at minimum?
3. Data Collection
Raw Data
a. Headings, units and uncertainties are correctly included in the table.
b. Raw data is precise and consistent with the same number of significant figures and no
variation in precision.
c. Qualitative data is correctly included.
Processing Raw Data
a. Qualitative data is correctly analyzed and, if necessary, is presented in a suitable “best-fit”
graph type. Choosing which statistical test to use.
b. Recording and processing data can be shown in a table, but they must be clearly
distinguishable from one another.
c. The collection of data from any other works (e.g. students, books or scientific literature) must
be properly referenced and clearly explained.
Presenting the Processed Data
a. If comparing a relationship between parameters, then evaluate if a graphical
representation would be a best-fit as it provides a visual representation of the data.
b. The graph is numbered and titled as a figure.
c. X and Y axes are labeled and units are correctly shown.
d. Data is accurately plotted and error bars are shown.
4. Discussion
a. Should be reasonably based on the interpretation of the data and comparison with literature.
b. Identify and discuss any anomalies, weaknesses and strengths of the study/quality of method
and materials used.
c. Suggest what could realisticaly be improved (solutions) with regards to the quality of
data/method and further investigated in future scientific works.
5. Conclusion
a. Should be reasonably justified and based on the interpretation of the data.
b. Connect it to the hypothesis and the research question.
c. Shouldn’t be a repetition of statements from Introduction/Analysis/Discussion.
d. Should be clear and focused
e. Might be written within a single paragraph form.
Bibliography
List all the sources you have used.
Criteria:
Criterion A: Focus and Method – 6 points possible
The topic of the biology EE must be outlined at the start of the essay and should clearly establish the context of the research question.
This should include the area of the research and the purpose and focus of the essay.
It is usually appropriate also to include the general background biological theory required to understand how the research question has
arisen. For example, an essay’s topic may be “Factors affecting the distribution of seagrass in Californian bays”. The explanation of this
topic may include reference to inshore ecosystems, pollution, the decline in seagrasses and the possible relationship to sea otter
populations.
The research question is best expressed in the form of a question. It should be the precisely formulated question that the research will
attempt to answer. The research question based on factors affecting the distribution of seagrass in Californian bays could be: “How do
different concentrations of ammonium nitrate in sea water tanks affect the growth of seagrass ( Zostera spp) over a three-month
period?”
The research question must be:
answerable within the limitations of resources, time and words at the student’s disposal
identified clearly
clearly set within the academic framework of biology
set out prominently at the start of the essay.
The student can then use the research question to formulate a hypothesis, or hypotheses, which can be tested.
Students need to demonstrate within the essay that the research has been well planned. They should show that they have researched
the topic and selected an appropriate biological approach to address the research question. This applies both to their literature research
and to practical data collection.
Students must demonstrate that their chosen methods and materials are appropriate for addressing the research question. They should
explain their rationale for choosing practical methods. If they undertake experimental work, they must include sufficient information on
their methodology for the work to be repeated.
The sources consulted must be sufficient and each must contribute to the research focus of the essay. If the study is based on the
research of secondary data, students need to ensure that their selection of sources is sufficiently wide and reliable.
If students have undertaken an investigation under guidance in an external laboratory, they must clearly demonstrate:
their understanding of the methods and materials applied
their role in choosing and applying them.
Criterion B: Knowledge and Understanding – 6 points possible
Experimental work is not a requirement for a biology EE. However, a theoretical dimension must be part of any empirical investigation.
The source materials accessed should be:
clearly relevant and appropriate to the research question
effectively referenced and incorporated into the body of the essay in a way that demonstrates the student’s understanding
predominantly from acknowledged scientific sources.
Students need to show a mastery of, and fluency in, the use of appropriate terminology. At the same time, students need to avoid
excessive use of jargon and focus on communicating clearly.
Any technical terms that are used should be explained and the student must demonstrate an understanding of these terms by using
them appropriately within the text.
The student must try to maintain a consistent linguistic style throughout the essay.
Symbols, equations, significant digits and SI units should be applied appropriately and consistently.
Criterion C: Critical Thinking – 12 points possible
The “research” refers to both literature sources and data collected and processed by the students themselves. This research must be
consistently relevant to the research question.
Students must demonstrate the ability to apply their selected sources and methods effectively in making relevant connections and in
support of their argument.
Use of data
The student is expected to analyse the data and sources and related uncertainties. This analysis will often include:
mathematical transformations
statistical analysis such as standard deviations and t-tests
tables of processed data
graphs.
If the data are analysed statistically, the student must clearly show understanding in the body of the essay of:
why that particular measure or test was chosen
how it was applied
what the results mean in this context.
If graphs are used, they must be correctly selected and drawn to illustrate key elements of the analysis. They should only be included if
they improve communication.
Students must analyse and present their data in such a way that they support and clarify the argument leading to the conclusion.
Students must make a special effort to maintain a reasoned, logical argument that focuses on the research question. Essays that
attempt to deal with a large number of variables are unlikely to be focused and coherent. A clear and logical argument can be achieved
by making repeated reference to the research question and to the hypotheses derived from it.
An assessment of the extent to which the hypotheses are supported, or the question is answered, by the data or information accessed
should form part of the argument.
The stated conclusion(s) must be based on, and consistent with, the research presented in the essay. Biological research often reveals
unexpected outcomes and these should be pointed out.
The original research question may not be fully answered by the investigation. In these cases, the student may point out unresolved
issues and may make suggestions as to how these might be further investigated.
The student must comment on the quality, balance and quantity of the secondary sources and data used. They are also expected to
show an awareness of any limitations or uncertainties inherent in their approach. In particular, they should critically comment on the
validity and reliability of their data relative to their management of variables within the investigation.
Criterion D: Presentation – 4 points possible
This criterion relates to the extent to which the essay conforms to accepted academic standards in relation to how research papers
should be presented. It also relates to how well these elements support the reading, understanding and evaluation of the essay.
Structure
Students may use numbered and headed paragraphs to impose a clear structure. Subheadings should not distract from the overall
structure of the essay or argument presented.
Recording experiments
Students should aim for scientific paper style, rather than a cookery book recipe approach. The record should include:
a scientific annotated diagram to introduce key elements of the set-up
relevant details of key equipment
a summary of the essential procedural steps.
Students should avoid including minor or irrelevant details and repetitions, but must include those elements needed for reliability and
replicability.
Charts, images, graphs and tables
Any graphs, figures or tables generated by students or taken from literature sources must be carefully selected and labelled.
They should only be used if they are directly relevant to the research question, contribute towards the understanding of the
argument and are of a good graphic quality.
Students must accompany images, charts and tables with analysis and discussion to show how they further the essay’s
argument.
Only processed data that is central to the argument of the essay should be included in the body of the essay, as close as
possible to its first reference.
Tables should enhance a written explanation but not themselves include significant bodies of text. If they do, then these words
must be included in the word count.
Clarity in tables and graphs (legend) is important and students should not use unnecessary “over-formatting” that may detract
from communication.
A representative sample of raw data collected in large amounts by the student must be included in the core of the essay in a
data table, including uncertainties and units. Any table should be designed to clearly display the information in the most
appropriate form.
Large tables of raw data collected by the student are best included in an appendix, where they should be carefully labelled.
Graphs or charts drawn from the analysed data should be selected to highlight only the most pertinent aspects related to the
argument. Too many graphs, charts and tables will detract from the overall quality of the communication.
The use of a summary table and the combination of multiple graphs into one graph (family of curves) will avoid unnecessary
repetitions.
Students should illustrate key mathematical transformations with examples. Equations referred to in the text should be
numbered.
Any material that is not original must be carefully acknowledged, with specific attention paid to the acknowledgment and referencing of
quotes and ideas. This acknowledgment and referencing is applicable to audiovisual material, text, graphs and data published in print
and electronic sources. If the referencing does not meet the minimum standard as indicated in the guide (name of author, date of
publication, title of source and page numbers as applicable), and is not consistently applied, work will be considered as a case of
possible academic misconduct.
A bibliography is essential and has to be presented in a standard format. Title page, table of contents, page numbers, etc must
contribute to the quality of presentation.
The essay must not exceed 4,000 words of narrative. Graphs, figures, calculations, diagrams, formulas and equations are not included
in the word count. Students must be aware that examiners will not read beyond the 4,000-word limit, nor assess any material presented
past this.
Criterion E: Engagement – 6 points possible
This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner
at the end of the assessment of the essay, and is based solely on the candidate’s reflections as detailed on the RPPF, with the
supervisory comments and extended essay itself as context.
Students are expected to provide reflections on the decision-making and planning process undertaken in completing the essay.
Students must demonstrate how they arrived at a topic as well as the methods and approach used. This criterion assesses the extent to
which a student has evidenced the rationale for decisions made throughout the planning process and the skills and understandings
developed.
For example, students may reflect on:
the approach and strategies chosen, and their relative success
the Approaches to learning skills they have acquired and how they have developed as a learner
how their conceptual understandings have developed or changed as a result of their research
challenges faced in their research and how they overcame these
questions that emerged as a result of their research
what they would do differently if they were to undertake the research again.
Effective reflection highlights the journey the student has engaged in through the EE process. In order to demonstrate that engagement,
students must show evidence of critical and reflective thinking that goes beyond simply describing the procedures that have been
followed. Reflections must provide the examiner with an insight into student thinking, creativity and originality within the research
process. The studentvoice must be clearly present and demonstrate the learning that has taken place .
Possible Sources (make sure all data collected is from academic papers and sources and that they are referenced in the bibliography)
https://pubmed.ncbi.nlm.nih.gov/18288954/
https://pubmed.ncbi.nlm.nih.gov/23313577/
https://www.ncbi.nlm.nih.gov/books/NBK545216/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8898236/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9791010/
https://onlinelibrary.wiley.com/doi/10.1093/eurjhf/hfq210
https://www.internationaljournalofcardiology.com/article/S0167-5273(19)31104-0/abstract
https://pubmed.ncbi.nlm.nih.gov/23604646/
https://pubmed.ncbi.nlm.nih.gov/29511896/
https://www.ahajournals.org/doi/10.1161/circ.136.suppl_1.15158
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5729601/pdf/fsoa-04-251.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8292153/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7041332/pdf/met.2019.0073.pdf
https://www.sciencedirect.com/science/article/pii/S0735109708006967?via%3Dihub
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7319414/pdf/EJHF-22-775.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8497379/pdf/EHF2-8-3512.pdf
https://www.ahajournals.org/doi/10.1161/01.CIR.0000036016.52396.BB
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8897235/