chemistry extended essay criteria

IB Extended Essay: Assessment Criteria

• Research Questions
• Past Essays
• Notes & Outlines
• Works Cited Page
• In-Text Citations
• Assessment Criteria
• Reflections
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Score Descriptors for each Criterion:

• A - Focus and Method
• B - Knowledge and Understanding
• C - Critical Thinking
• D - Presentation
• E - Engagement

Printable: Full Rubric  for all subjects

To view details for your SUBJECT, open the correct page below.

• Choose "Interpreting the EE Assessment Criteria" on the sidebar to see how to score well in YOUR subject area

Language & literature (language A)

Language acquisition (language B)

Mathematics

Visual Arts

World Studies

Business Management

Grade Boundaries

What's Expected?

• A: Focus/Method
• B: Knowledge
• C: Critical Thinking
• D: Presentation
• E: Engagement
• A: Focus and Method (6 marks)
• B: Knowledge and Understanding (6 marks)
• C: Critical Thinking (12 marks)
• D: Presentation (4 marks)
• E: Engagement (6 marks)
• Total marks possible: 34 (see grade boundaries below)
• Printable:  Full Rubric
• Printable: A3 size with details
• Printable:  Details for each criterion , via the Oxford guide

Criterion A:  Focus and Method (6 points)

What It Means:   This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the topic and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay.

Questions to ask:  

• Does this essay meet the requirements for the subject for which you are registering it?
• Is your research question stated as a question?
• Have you explained how your research question relates to the subject that you selected for the extended essay?
• Have you given an insight into why your area of study is important?
• Is your research question feasible within the scope of the task? Could your research question be “answered” or it is too vague?
• Did you refer to your research question throughout the essay (not only in the introduction and conclusion)?
• Did you explain why you selected your methodology?
• Are there other possible methods that could be used or applied to answer your research question? How might this change the direction of your research?
• If you stated a particular methodology in the introduction of your essay, or specific sources, have you used them?
• Are there any references listed in the bibliography that were not directly cited in the text?

(Source: Susan Trower, via West Sound Academy)

Criterion B:  Knowledge and Understanding (6 points)

What It Means:   This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question; or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied; and additionally, the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.

• Have you explained how your research question relates to a specific subject you selected for the extended essay?
• Have you used relevant terminology and concepts throughout your essay as they relate to your particular area of research?
• Is it clear that the sources you are using are relevant and appropriate to your research question?
• Do you have a range of sources, or have you only relied on one particular type, for example internet sources?
• Is there a reason why you might not have a range? Is this justified?

(Source: Oxford EE manual, p. 110)

Criterion C:  Critical Thinking (12 points)

What It Means:   This criterion assesses the extent to which critical thinking skills have been used to analyze and evaluate the research undertaken.

• Have you made links between your results and data collected and your research question?
• If you included data or information that is not directly related to your research question have you explained its importance?
• Are your conclusions supported by your data?
• If you found unexpected information or data have you discussed its importance?
• Have you provided a critical evaluation of the methods you selected?
• Have you considered the reliability of your sources (peer-reviewed journals, internet, and so on)?
• Have you mentioned and evaluated the significance of possible errors that may have occurred in your research?
• Are all your suggestions of errors or improvements relevant?
• Have you evaluated your research question?
• Have you compared your results or findings with any other sources?
• Is there an argument that is clear and easy to follow and directly linked to answering your research question, and which is supported by evidence? Are there other possible methods that could be used or applied to answer your research question? How might this change the direction of your research?

(Source: Oxford EE Manual p. 111)

Handy Links:

• Presentation One Pager  via Catalina Bordoy
• Presentation Checklist
• Sample Title page   (see below - top half of the page)

Criterion D:  Presentation ( 4 points)

What It Means:   This criterion assesses the extent to which the presentation follows the standard format expected for academic writing and the extent to which this aids effective communication.

• Have you read and understood the presentation requirements of the extended essay?
• Have you chosen a font that will be easy for examiners to read on-screen?
• Is your essay double-spaced and size 12 font?
• Are the title and research question mentioned on the cover page?
• Are all pages numbered?
• Have you prepared a correct table of contents?
• Do the page numbers in the table of contents match the page numbers in the text?
• Is your essay subdivided into correct sub-sections, if this is applicable to the subject?
• Are all figures and tables properly numbered and labelled?
• Does your bibliography contain only the sources cited in the text?
• Did you use the same reference system throughout the essay?
• Does the essay have less than 4,000 words?
• Is all the material presented in the appendices relevant and necessary?
• Have you proofread the text for spelling or grammar errors?

Criterion E: Engagement

• Three reflections (best after meeting with your supervisor)
• 500 words TOTAL (100 + 150 + 250?)
• Reflections are done in Managebac on your Reflection space
• See the "Reflections" tab above for prompts to write about

(Source: Oxford EE Manual p.135)

(Source: Oxford EE Manual p.133)

• Sample Reflections
• Full chapter on Reflections from the Oxford Guide

Criterion E:  Engagement (6 points)

What It Means:   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, after considering the student’s RPPF (Reflections on planning and progress form).

• Have you demonstrated your engagement with your research topic and the research process?
• Have you highlighted challenges you faced and how you overcame them?
• Will the examiner get a sense of your intellectual and skills development?
• Will the examiner get a sense of your creativity and intellectual initiative?
• For prompts to deepen your reflections, go  here  and then to the bottom of the page
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• Last Updated: Apr 9, 2024 9:39 AM
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IB Chemistry Web

• Syllabus 2016
• The IB Diploma
• Experimental
• Extended essay
• May 2023 schedule
• Periodic table
• MYP Chemistry

Extended essay in chemistry

The following is an overview of the extended essay guidelines for chemistry (IBO documents)

An extended essay in chemistry provides students with an opportunity to investigate a particular aspect of the materials of our environment. Such extended essays must be characterized by a particular chemical emphasis within a more general set of research criteria.

The outcome of the research should be a coherent and structured piece of writing that effectively addresses a particular issue or research question and arrives at a particular, and preferably personal, conclusion.

Choice of topic

It is important that the extended essay has a clear chemical emphasis and is not more closely related to another subject. Chemistry is the science that deals with the composition, characterization and transformation of substances. A chemistry extended essay should, therefore, incorporate chemical principles and theory, and emphasize the essential nature of chemistry, relating to the study of matter and of the changes it undergoes.

Although the same assessment criteria apply to all extended essays, for an extended essay submitted in chemistry the topic chosen must allow an approach that distinctly involves chemistry. Where a topic might be approached from different viewpoints, the treatment of the material must be approached from a chemistry perspective. For example, an extended essay in an interdisciplinary area such as biochemistry will, if registered as a chemistry extended essay, be judged on its chemical content, not its biological content.

The scope of the topic and the research associated with it should enable all the criteria to be addressed. A good topic is one where the single research question is sharply focused and can be treated effectively within the word limit. Perhaps the most important factor is the depth of treatment that can be given to the topic by the student. Broad or complex survey topics (for example, investigations into health problems caused by water pollution, chemotherapy for cancer treatment or the use of spectroscopy in chemical analysis) will not permit the student to discuss conflicting ideas and theories, nor to produce an in-depth personal analysis within the word limit.

Some topics may be unsuitable for investigation because of safety issues. For example, experiments involving toxic or dangerous chemicals, carcinogenic substances or radioactive materials should be avoided unless adequate safety apparatus and qualified supervision are available.

Other topics may be unsuitable because the outcome is already well known and documented in standard textbooks, and the student may not be able to show any personal input. An example might be a study of the reactions of the alkali metals with water as this is already covered by the syllabus. However, some care does need to be exercised in deciding whether a topic is suitable or not; for example, previously, the study of the allotropes of carbon might have been thought to be trivial but this would not be the case today.

Example essay titles

The following examples of titles for chemistry extended essays are intended as guidance only. The pairings illustrate that focused topics (indicated by the first title) should be encouraged rather than broad topics (indicated by the second title).

“The ratio of the gases evolved at the positive electrode during the electrolysis of common salt solution” is better than “Electrolysis of solutions”.

“Spectrophotometric determination of trace amounts of lead in drinking water” is better than “Water analysis”.

“The effects of sugar-free chewing gum on the pH of saliva in the mouth after a meal” is better than “Acid–base chemistry”.

“How can the natural oxidant rutin be extracted and purified from the seed of the Chinese Scholartree?” is better than “Extraction of natural products from plants”.

Moreover, it may help if the student further defines and refines the topic chosen for study in the form of a research question or statement.

The ratio of the gases evolved at the positive electrode during the electrolysis of common salt solution

Research question

Is there a relationship between the concentration of aqueous sodium chloride solution and the ratio of the amounts of oxygen and chlorine gas that are evolved at the positive electrode during electrolysis.

The caffeine content of a cup of tea

Does the time it takes to brew a cup of tea using a specific commercial brand of tea leaves significantly alter the amount of caffeine that is dissolved in the drink?

Analysis of strawberry jellies by paper chromatography

The use of paper chromatography to determine whether strawberry jellies obtained from 24 different countries in 5 different continents all contain the same red dyes.

Treatment of the topic

An extended essay in chemistry may be based on literature, theoretical models or experimental data. Whichever category or combination of categories is chosen, the student should ensure that sufficient data is available for evaluation and that the topic can be researched accurately using locally available resources.

Students who choose to write an extended essay based on literature and/or surveys should ensure that their extended essay clearly shows its chemical basis. Essays written at the level of a newspaper or news magazine article are unlikely to achieve a high mark.

Since chemistry is an experimental science, students are strongly encouraged to undertake experimental work as part of their research, although this is not compulsory. In order to place their research into the appropriate context, students should research the area of the investigation before commencing any experimental work. Where possible, they should consult original research using scientific journals, personal communications and the internet. Textbooks should never be the only source of information.

All essays involving experimental work undertaken by the student should include a clear and concise description of the experimental work. Students should indicate clearly whether they have personally designed the experiment, or give the source of an existing experiment method that they have used and state how they have adapted and improved upon it. All essays must be supervised by a school supervisor.

Many of the best essays are written by students investigating relatively simple phenomena using apparatus and materials that can be found in most school laboratories, and this approach is to be encouraged. If the practical work is carried out in an industrial or university laboratory, the essay should be accompanied by a letter from the external supervisor outlining the nature of the supervision and the level of guidance provided. The school supervisor must be satisfied that the work described in the essay is genuine and essentially that of the student.

Data collected from an experiment designed by the student is of little value unless it is analysed using appropriate scientific techniques, evaluated and perhaps compared with appropriate models.

It is possible to produce an extended essay in chemistry in which the student has used data collected elsewhere as the primary source. In such cases, the element of personal analysis and evaluation is extremely important.

In any chemistry extended essay, students should be able to demonstrate that they understand the theory underlying any experimental work and state any assumptions made. They should show an understanding of the results obtained and be able to interpret them with reference to the research question posed. They should be critical of inadequate experimental design, the limitations of the experimental method and any systematic errors.

Students should be encouraged to consider unresolved questions in their research, and to suggest new questions and areas for further investigation in their conclusion. Throughout the whole of the essay, students should emphasize clearly their own personal contribution.

Interpreting the assessment criteria

Criterion A: research question

Many research questions can be formulated as an actual question or questions. A typical example is: “What gas is evolved when zinc is added to copper (II) sulfate solution and what factors affect its formation?”. However, in chemistry extended essays it is perfectly reasonable to formulate the research question as a statement or as a hypothesis rather than an actual question. “An analysis of the amount of aluminium in three different brands of underarm deodorant by visible spectroscopy” and “The kinetics of oxidation of iodide ions with hydrogen peroxide in acidic solutions” are two such examples where a statement rather than a question is appropriate. Whichever way it is formulated, it should be identified clearly as the research question and set out prominently in the introduction.

Criterion B: introduction

The purpose of the introduction is to set the research question into context, that is, to relate the research question to existing knowledge in chemistry. It is usually appropriate to include also the underlying chemical theory required to understand how the research question has arisen. Some research questions require some background knowledge that is not related to chemistry—for example, “Do the fossils found in different strata of rocks at a particular location contain different amounts of sulfur?” . For the essay to make sense, it would be important to state the ages of the rocks and give some geological background. In such cases, only the essential non-chemistry information should be provided in the introduction, as the essay will be marked on its chemical content. If it is necessary to include more non-chemistry (for example, geological) information, then the appropriate place for it is the appendix.

Criterion C: investigation

The way in which the investigation is undertaken will depend very much on whether or not the essay contains experimental work performed by the student. For non-experimental essays, students should endeavour to show clearly how the data has been selected. They should distinguish between primary sources (original scientific publications, personal communications, interviews) and secondary sources (textbooks, newspaper articles, reviews), and show awareness of how reliable these sources are. For experimental work, sufficient information should be provided so that the work could be repeated if necessary by an independent worker. Students should make it clear which experiments they have designed themselves and which they have altered, adapted or improved from existing methods.

Criterion D: knowledge and understanding of the topic studied

Students should show that they understand fully the underlying chemistry behind the context of their research question and their subsequent investigation. They are not expected to explain basic chemistry forming part of the Diploma Programme chemistry course, but they are expected to show that they fully understand the relevant principles and ideas and can apply them correctly. They should also demonstrate that they understand the theory behind any techniques or apparatus used.

Criterion E: reasoned argument

Students should be aware of the need to give their essays the backbone of a developing argument. A good argument in chemistry will almost certainly include consideration and comparison of different approaches and methods directly relevant to the research question. Straightforward descriptive or narrative accounts that lack analysis do not usually advance an argument and should be avoided.

Criterion F: application of analytical and evaluative skills appropriate to the subject

A thorough understanding of the reliability of all data used to support the argument should be shown. Inadequate experimental design or any systematic errors should be exposed. The magnitude of uncertainties in physical data should be evaluated and discussed. Approximations in models should be accounted for and all assumptions examined thoroughly. Where possible, the quality of sources accessed or data generated should be verified by secondary sources or by direct calculations.

Criterion G: use of language appropriate to the subject

Correct chemical terminology and nomenclature should be used consistently and effectively throughout the extended essay. Relevant chemical formulas (including structural formulas), balanced equations (including state symbols) and mechanisms should be included. The correct units for physical quantities must always be given and the proper use of significant figures is expected.

Criterion H: conclusion

The conclusion must be consistent with the argument presented and should not merely repeat material in the introduction or introduce new or extraneous points to the argument. In chemistry, it is almost always pertinent to consider unresolved questions and to suggest areas for further investigation.

Criterion I: formal presentation

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 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).

The essay must not exceed 4,000 words of narrative. Graphs, figures, calculations, diagrams, formulas and equations are not included in the word count. For experiments where numerical results are calculated from data obtained by changing one of the variables, it is generally good practice to show one example of the calculation. The remainder can be displayed in tabular or graphical form.

Criterion J: abstract

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.

Criterion K: holistic judgment

Qualities that are rewarded under this criterion include the following.

Intellectual initiative: Ways of demonstrating this in chemistry essays include the choice of topic and research question, and the use of novel or innovative approaches to address the research question.

Insight and depth of understanding: These are most likely to be demonstrated as a consequence of detailed research and thorough reflection, and by a well-informed and reasoned argument that consistently and effectively addresses the research question.

Originality and creativity: These will be apparent by clear evidence of a personal approach backed up by solid research and reasoning.

The assessment criteria

Past essay titles

Choose Your Test

Sat / act prep online guides and tips, the complete ib extended essay guide: examples, topics, and ideas.

International Baccalaureate (IB)

IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources you need to get an A on it.

If you're reading this article, I'm going to assume you're an IB student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our introductory IB articles first, including our guide to what the IB program is and our full coverage of the IB curriculum .

IB Extended Essay: Why Should You Trust My Advice?

I myself am a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. Don't believe me? The proof is in the IBO pudding:

If you're confused by what this report means, EE is short for Extended Essay , and English A1 is the subject that my Extended Essay topic coordinated with. In layman's terms, my IB Diploma was graded in May 2010, I wrote my Extended Essay in the English A1 category, and I received an A grade on it.

What Is the Extended Essay in the IB Diploma Programme?

The IB Extended Essay, or EE , is a mini-thesis you write under the supervision of an IB advisor (an IB teacher at your school), which counts toward your IB Diploma (learn more about the major IB Diploma requirements in our guide) . I will explain exactly how the EE affects your Diploma later in this article.

For the Extended Essay, you will choose a research question as a topic, conduct the research independently, then write an essay on your findings . The essay itself is a long one—although there's a cap of 4,000 words, most successful essays get very close to this limit.

Keep in mind that the IB requires this essay to be a "formal piece of academic writing," meaning you'll have to do outside research and cite additional sources.

The IB Extended Essay must include the following:

• A title page
• Contents page
• Introduction
• Body of the essay
• References and bibliography

Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:

• Group 1: Studies in Language and Literature
• Group 2: Language Acquisition
• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts

Once you figure out your category and have identified a potential research topic, it's time to pick your advisor, who is normally an IB teacher at your school (though you can also find one online ). This person will help direct your research, and they'll conduct the reflection sessions you'll have to do as part of your Extended Essay.

As of 2018, the IB requires a "reflection process" as part of your EE supervision process. To fulfill this requirement, you have to meet at least three times with your supervisor in what the IB calls "reflection sessions." These meetings are not only mandatory but are also part of the formal assessment of the EE and your research methods.

According to the IB, the purpose of these meetings is to "provide an opportunity for students to reflect on their engagement with the research process." Basically, these meetings give your supervisor the opportunity to offer feedback, push you to think differently, and encourage you to evaluate your research process.

The final reflection session is called the viva voce, and it's a short 10- to 15-minute interview between you and your advisor. This happens at the very end of the EE process, and it's designed to help your advisor write their report, which factors into your EE grade.

Here are the topics covered in your viva voce :

• A check on plagiarism and malpractice
• Your reflection on your project's successes and difficulties
• Your reflection on what you've learned during the EE process

Your completed Extended Essay, along with your supervisor's report, will then be sent to the IB to be graded. We'll cover the assessment criteria in just a moment.

We'll help you learn how to have those "lightbulb" moments...even on test day!  

What Should You Write About in Your IB Extended Essay?

You can technically write about anything, so long as it falls within one of the approved categories listed above.

It's best to choose a topic that matches one of the IB courses , (such as Theatre, Film, Spanish, French, Math, Biology, etc.), which shouldn't be difficult because there are so many class subjects.

Here is a range of sample topics with the attached extended essay:

• Biology: The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina
• Chemistry: How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound?
• English: An Exploration of Jane Austen's Use of the Outdoors in Emma
• Geography: The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia
• Math: Alhazen's Billiard Problem
• Visual Arts: Can Luc Tuymans Be Classified as a Political Painter?

You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic . So how do you pick when the options are limitless?

How to Write a Stellar IB Extended Essay: 6 Essential Tips

Below are six key tips to keep in mind as you work on your Extended Essay for the IB DP. Follow these and you're sure to get an A!

#1: Write About Something You Enjoy

You can't expect to write a compelling essay if you're not a fan of the topic on which you're writing. For example, I just love British theatre and ended up writing my Extended Essay on a revolution in post-WWII British theatre. (Yes, I'm definitely a #TheatreNerd.)

I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I was fortunate enough to receive a full-tuition merit scholarship to USC's School of Dramatic Arts program. In my interview for the scholarship, I spoke passionately about my Extended Essay; thus, I genuinely think my Extended Essay helped me get my scholarship.

But how do you find a topic you're passionate about? Start by thinking about which classes you enjoy the most and why . Do you like math classes because you like to solve problems? Or do you enjoy English because you like to analyze literary texts?

Keep in mind that there's no right or wrong answer when it comes to choosing your Extended Essay topic. You're not more likely to get high marks because you're writing about science, just like you're not doomed to failure because you've chosen to tackle the social sciences. The quality of what you produce—not the field you choose to research within—will determine your grade.

Once you've figured out your category, you should brainstorm more specific topics by putting pen to paper . What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending a few hours on this type of brainstorming.

One last note: if you're truly stumped on what to research, pick a topic that will help you in your future major or career . That way you can use your Extended Essay as a talking point in your college essays (and it will prepare you for your studies to come too!).

#2: Select a Topic That Is Neither Too Broad nor Too Narrow

There's a fine line between broad and narrow. You need to write about something specific, but not so specific that you can't write 4,000 words on it.

You can't write about WWII because that would be a book's worth of material. You also don't want to write about what type of soup prisoners of war received behind enemy lines, because you probably won’t be able to come up with 4,000 words of material about it. However, you could possibly write about how the conditions in German POW camps—and the rations provided—were directly affected by the Nazis' successes and failures on the front, including the use of captured factories and prison labor in Eastern Europe to increase production. WWII military history might be a little overdone, but you get my point.

If you're really stuck trying to pinpoint a not-too-broad-or-too-narrow topic, I suggest trying to brainstorm a topic that uses a comparison. Once you begin looking through the list of sample essays below, you'll notice that many use comparisons to formulate their main arguments.

I also used a comparison in my EE, contrasting Harold Pinter's Party Time with John Osborne's Look Back in Anger in order to show a transition in British theatre. Topics with comparisons of two to three plays, books, and so on tend to be the sweet spot. You can analyze each item and then compare them with one another after doing some in-depth analysis of each individually. The ways these items compare and contrast will end up forming the thesis of your essay!

When choosing a comparative topic, the key is that the comparison should be significant. I compared two plays to illustrate the transition in British theatre, but you could compare the ways different regional dialects affect people's job prospects or how different temperatures may or may not affect the mating patterns of lightning bugs. The point here is that comparisons not only help you limit your topic, but they also help you build your argument.

Comparisons are not the only way to get a grade-A EE, though. If after brainstorming, you pick a non-comparison-based topic and are still unsure whether your topic is too broad or narrow, spend about 30 minutes doing some basic research and see how much material is out there.

If there are more than 1,000 books, articles, or documentaries out there on that exact topic, it may be too broad. But if there are only two books that have any connection to your topic, it may be too narrow. If you're still unsure, ask your advisor—it's what they're there for! Speaking of advisors...

Don't get stuck with a narrow topic!

#3: Choose an Advisor Who Is Familiar With Your Topic

If you're not certain of who you would like to be your advisor, create a list of your top three choices. Next, write down the pros and cons of each possibility (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher and we get along really well, but he teaches English. For my EE, I want to conduct an experiment that compares the efficiency of American electric cars with foreign electric cars.

I had Ms. White a year ago. She teaches physics and enjoyed having me in her class. Unlike Mr. Green, Ms. White could help me design my experiment.

Based on my topic and what I need from my advisor, Ms. White would be a better fit for me than would Mr. Green (even though I like him a lot).

The moral of my story is this: do not just ask your favorite teacher to be your advisor . They might be a hindrance to you if they teach another subject. For example, I would not recommend asking your biology teacher to guide you in writing an English literature-based EE.

There can, of course, be exceptions to this rule. If you have a teacher who's passionate and knowledgeable about your topic (as my English teacher was about my theatre topic), you could ask that instructor. Consider all your options before you do this. There was no theatre teacher at my high school, so I couldn't find a theatre-specific advisor, but I chose the next best thing.

Before you approach a teacher to serve as your advisor, check with your high school to see what requirements they have for this process. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form , for instance.

Make sure that you ask your IB coordinator whether there is any required paperwork to fill out. If your school needs a specific form signed, bring it with you when you ask your teacher to be your EE advisor.

#4: Pick an Advisor Who Will Push You to Be Your Best

Some teachers might just take on students because they have to and aren't very passionate about reading drafts, only giving you minimal feedback. Choose a teacher who will take the time to read several drafts of your essay and give you extensive notes. I would not have gotten my A without being pushed to make my Extended Essay draft better.

Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have absolutely no connection to. If a teacher already knows you, that means they already know your strengths and weaknesses, so they know what to look for, where you need to improve, and how to encourage your best work.

Also, don't forget that your supervisor's assessment is part of your overall EE score . If you're meeting with someone who pushes you to do better—and you actually take their advice—they'll have more impressive things to say about you than a supervisor who doesn't know you well and isn't heavily involved in your research process.

Be aware that the IB only allows advisors to make suggestions and give constructive criticism. Your teacher cannot actually help you write your EE. The IB recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.

#5: Make Sure Your Essay Has a Clear Structure and Flow

The IB likes structure. Your EE needs a clear introduction (which should be one to two double-spaced pages), research question/focus (i.e., what you're investigating), a body, and a conclusion (about one double-spaced page). An essay with unclear organization will be graded poorly.

The body of your EE should make up the bulk of the essay. It should be about eight to 18 pages long (again, depending on your topic). Your body can be split into multiple parts. For example, if you were doing a comparison, you might have one third of your body as Novel A Analysis, another third as Novel B Analysis, and the final third as your comparison of Novels A and B.

If you're conducting an experiment or analyzing data, such as in this EE , your EE body should have a clear structure that aligns with the scientific method ; you should state the research question, discuss your method, present the data, analyze the data, explain any uncertainties, and draw a conclusion and/or evaluate the success of the experiment.

#6: Start Writing Sooner Rather Than Later!

You will not be able to crank out a 4,000-word essay in just a week and get an A on it. You'll be reading many, many articles (and, depending on your topic, possibly books and plays as well!). As such, it's imperative that you start your research as soon as possible.

Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your senior year; others will take them as late as February. Your school will tell you what your deadline is. If they haven't mentioned it by February of your junior year, ask your IB coordinator about it.

Some high schools will provide you with a timeline of when you need to come up with a topic, when you need to meet with your advisor, and when certain drafts are due. Not all schools do this. Ask your IB coordinator if you are unsure whether you are on a specific timeline.

Below is my recommended EE timeline. While it's earlier than most schools, it'll save you a ton of heartache (trust me, I remember how hard this process was!):

• January/February of Junior Year: Come up with your final research topic (or at least your top three options).
• February of Junior Year: Approach a teacher about being your EE advisor. If they decline, keep asking others until you find one. See my notes above on how to pick an EE advisor.
• April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least seven to 10) to your EE advisor. Meet with your EE advisor to discuss your outline.
• Summer Between Junior and Senior Year: Complete your first full draft over the summer between your junior and senior year. I know, I know—no one wants to work during the summer, but trust me—this will save you so much stress come fall when you are busy with college applications and other internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won't be able to get everything you want to say into 4,000 articulate words on the first attempt. Try to get this first draft into the best possible shape so you don't have to work on too many revisions during the school year on top of your homework, college applications, and extracurriculars.
• August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft.
• September/October of Senior Year: Submit the second draft of your EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft.
• November-February of Senior Year: Schedule your viva voce. Submit two copies of your final draft to your school to be sent off to the IB. You likely will not get your grade until after you graduate.

Remember that in the middle of these milestones, you'll need to schedule two other reflection sessions with your advisor . (Your teachers will actually take notes on these sessions on a form like this one , which then gets submitted to the IB.)

I recommend doing them when you get feedback on your drafts, but these meetings will ultimately be up to your supervisor. Just don't forget to do them!

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

Extended Essays are graded by examiners appointed by the IB on a scale of 0 to 34 . You'll be graded on five criteria, each with its own set of points. You can learn more about how EE scoring works by reading the IB guide to extended essays .

• Criterion A: Focus and Method (6 points maximum)
• Criterion B: Knowledge and Understanding (6 points maximum)
• Criterion C: Critical Thinking (12 points maximum)
• Criterion D: Presentation (4 points maximum)
• Criterion E: Engagement (6 points maximum)

How well you do on each of these criteria will determine the final letter grade you get for your EE. You must earn at least a D to be eligible to receive your IB Diploma.

Although each criterion has a point value, the IB explicitly states that graders are not converting point totals into grades; instead, they're using qualitative grade descriptors to determine the final grade of your Extended Essay . Grade descriptors are on pages 102-103 of this document .

Here's a rough estimate of how these different point values translate to letter grades based on previous scoring methods for the EE. This is just an estimate —you should read and understand the grade descriptors so you know exactly what the scorers are looking for.

Here is the breakdown of EE scores (from the May 2021 bulletin):

How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get toward your IB Diploma.

To learn about Theory of Knowledge or how many points you need to receive an IB Diploma, read our complete guide to the IB program and our guide to the IB Diploma requirements .

This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). In order to get your IB Diploma, you have to earn 24 points across both categories (the TOK and EE). The highest score anyone can earn is 45 points.

Let's say you get an A on your EE and a B on TOK. You will get 3 points toward your Diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB Diploma .

Prior to the class of 2010, a Diploma candidate could receive a failing grade in either the Extended Essay or Theory of Knowledge and still be awarded a Diploma, but this is no longer true.

Figuring out how you're assessed can be a little tricky. Luckily, the IB breaks everything down here in this document . (The assessment information begins on page 219.)

40+ Sample Extended Essays for the IB Diploma Programme

In case you want a little more guidance on how to get an A on your EE, here are over 40 excellent (grade A) sample extended essays for your reading pleasure. Essays are grouped by IB subject.

• Business Management 1
• Chemistry 1
• Chemistry 2
• Chemistry 3
• Chemistry 4
• Chemistry 5
• Chemistry 6
• Chemistry 7
• Computer Science 1
• Economics 1
• Design Technology 1
• Design Technology 2
• Environmental Systems and Societies 1
• Geography 1
• Geography 2
• Geography 3
• Geography 4
• Geography 5
• Geography 6
• Literature and Performance 1
• Mathematics 1
• Mathematics 2
• Mathematics 3
• Mathematics 4
• Mathematics 5
• Philosophy 1
• Philosophy 2
• Philosophy 3
• Philosophy 4
• Philosophy 5
• Psychology 1
• Psychology 2
• Psychology 3
• Psychology 4
• Psychology 5
• Social and Cultural Anthropology 1
• Social and Cultural Anthropology 2
• Social and Cultural Anthropology 3
• Sports, Exercise and Health Science 1
• Sports, Exercise and Health Science 2
• Visual Arts 1
• Visual Arts 2
• Visual Arts 3
• Visual Arts 4
• Visual Arts 5
• World Religion 1
• World Religion 2
• World Religion 3

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Gr. 11-12 Extended Essay

• Reflections
• Choose a Subject
• Choose a Topic
• Draft a Research Question
• Develop Your Search Strategy

Chemistry EE Overview

Narrowing your topic in chemistry, acceptable source types for chemistry ees, recommended databases, website sources, ee examples.

• Computer Science
• Visual Arts
• World Studies
• Introduction
• Academic Integrity
• Common Questions
• For Supervisors

Chemistry EEs need to emphasize the chemical aspects of the subject matter, incorporating chemical principles and theory, and emphasize the study of matter and of the changes it undergoes. (See the IB's  Chemistry: Subject-specific guidance .)

The following is a comparison of Chemistry EE topics to demonstrate the focus and specificity your topic should have.

(Source: Chemistry: Subject-specific guidance , IB)

Subject Options

a. Experiment-based essay: The focus with experiment-based essays is the primary data produced as a result of the experiment(s) conducted by students. Secondary sources in the form of scientific publications should be used to support a line of argument or indicate where the student has adapted their approach so as to produce different results. A consideration of the quality of the secondary source should also be offered to identify limitations or weaknesses in approach, method and so forth. Note: there are restrictions placed on the use of animals and humans when it comes to experiment-based essays. Check the IB Policy ‘Guidelines for the use of animals in IB World Schools’.

b. Non-experiment-based essay: Non-experiment-based (literature) essays should effectively question the reliability of the secondary source material used, and offer some insight into the strengths and limitations of the methodological approaches taken by the secondary sources.

Source Options

Source: Lekanides, K. (2016).  Extended Essay Course Companion.  Oxford University Press.

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IB Chemistry/Extended Essay

• 1.1 Non-coalescing drops
• 1.2 Thiosulphate/acid reaction (‘disappearing cross’)
• 1.3 How can we assess the amount of oil contamination on beaches?
• 1.4 Synthesis and isolation of propanoic acid from propan-1-ol.
• 1.5 Making biodiesel from waste vegetable oil.
• 1.6 Analysing the gases remaining after burning a candle in a gas jar.
• 1.7 Extraction of caffeine from tea.
• 1.8 Other suggestions
• 1.9 References

Suggestions [ edit | edit source ]

Here is a list of suggestions for Science Investigations. Please add/amend/extend the list as you see fit. This is essentially a brainstorm ...

Non-coalescing drops [ edit | edit source ]

Some industries will mix liquids by cascading one liquid into another, assuming mixing will be complete. These drops may prevent complete mixing and need to be investigated.

Recent research has shed light on this phenomenon: The fast-moving shiny drops that skid across the surface of soapy water. Detergents play a crucial role – but how does the concentration of detergent affect the drops? What about ‘non-ionic’ detergents? What about a surface of anionic detergents and drops of cationic ones?

Challenges: Making drop-producing apparatus, Researching the chemistry of detergents, Assessing the numbers of drops

Thiosulphate/acid reaction (‘disappearing cross’) [ edit | edit source ]

Chemical engineers wishing to check if turbidity is a useful surrogate measurement for whether a reaction has reached completion.

How does the reaction respond to changes in acid concentration (it is first order for thiosulphate concentration but varies from first to zero order with acid).

How can we assess the amount of oil contamination on beaches? [ edit | edit source ]

Various groups will want to assess oil contamination, and a simple quick method would be appreciated.

The method used solvent extraction. Sand samples were laced with oil and the efficiency of recovery was measured. The sensitivity of the method was also estimated.

Synthesis and isolation of propanoic acid from propan-1-ol. [ edit | edit source ]

Chemical suppliers who want to investigate production of this chemical.

Trialling different methods.

Making biodiesel from waste vegetable oil. [ edit | edit source ]

Motoring enthusiasts who want to make their own environmentally-friendly and cheap fuel.

By using methanol and sodium hydroxide it is possible to make diesel fuel from old chip fat.

Analysing the gases remaining after burning a candle in a gas jar. [ edit | edit source ]

Motor vehicle engineers who want to check the composition of exhaust gases.

CO 2 is easy; it is readily absorbed with NaOH.

O 2 is harder; an oxygen probe is very useful but otherwise oxygen could be absorbed by, for example, the slow reaction of steel wool.

CO is challenging; it will be absorbed by CuCl solution but it is in very low concentrations.

Extraction of caffeine from tea. [ edit | edit source ]

Suppliers or independent analysts want to assess the caffeine content of tea products. Chemical suppliers want to provide pure caffeine to clients.

[1] This method usually involves solvent extraction with a chlorinated alkane (e.g. dichloromethane or 1,1,1,-trichloroethane). With care it is possible to recycle the solvent and avoid health and environmental damage.

Other suggestions [ edit | edit source ]

• Investigation of weak acid strengths/synthesis of new acids
• Rate expression for tin/iodine reaction [2] – kinetics of a reaction
• Nobili’s rings [2] – strange colours seen during electrolysis.
• A transient red colour [2] – the chemistry of iron/sulphate complexes.
• Liesegang rings [2] – stripey effects in gels.
• Polarimetry to investigate concentrations of sugars. Suppliers of sugar syrups who want to assess their products.
• Flame photometry to determine concentrations of aqueous ions. Analysis of mineral water samples to check manufacturers' claims.
• Is the level of chloramines found in swimming pool water affected by temperature? [1] Swimming pool operators concerned about eye irritation amongst their customers.
• Effectiveness of two major washing powders on five common household stains. [1] Consumer testing organisation who wants to test commercial claims.
• Factors affecting the decomposition of biodegradable plastics. [1] Environmental agencies testing claims of environmental-friendliness from plastics manufacturers.
• Studies of infrared spectroscopy: nature and applications. [1] Applications include breath-testing for alcohol and testing vehicle exhaust emissions.
• NaCl and potential alternatives to NaCl as a roadway de-icer. [1] Highways agency investigating de-icers which cause less environmental damage - but at what cost?
• Synthesis and analysis of hexane-3,4-diol. [1]
• Calcium carbonate content of seashells. [1]
• Characterisation of New Polyethylenes Prepared by Single-Site Catalysis. [1]
• An Investigation Into The Uses Of Environmentally Friendly Additives/Alternatives To Petrol. [1]
• Protein Purification. [1]
• A study into the colour of ketchup. [1]
• Comparison By Spectral Characterisation Of Myoglobin In Beef, Pork and Turkey. [1]
• Spectrophotometric Determination of Trace Amounts of Iron in Plant Samples. [1]
• The effect of disulphide reduction on the structure, and activity of Yeast Alcohol Dehydrogenase. [1]
• Investigation into the effect of pH on the mechanism of glycation of phenylalanine as a model of the glycation of the B chain of insulin. [1]
• Analysis of Vitamin C in Orange Juice through a Chemiluminescent Clock Reaction. [1]
• Investigating the Effect of Different Halide Ions on the Stern Volmer Constant. [1]
• Developing and Validating an Assay for Tissue Thiols and the Analysis of the Effects of Aging and Taurine on Tissue Thiols. [1]
• Relation between the Slow Relaxation Time and Foaming of Selected ICI Surfactants. [1]
• Purification of ibuprofen from commercial tablets.
• Building a breathalyser.g
• Titration of various commercial vinegar samples.
• Titration of vitamin C content of commercial fruit juices.
• Investigation in the synthesis of acetylsalicylic acid ( aspirin ).

References [ edit | edit source ]

• ↑ a b c d e f g h i j k l m n o p q r s t Suggested IB Extended Essay projects
• ↑ a b c d In search of more solutions - Royal Society of Chemistry resource book

• Book:IB Chemistry

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Example essays

The International Baccalaureate® (IB)  programme resource centre,  a key resource for educators at IB World Schools, includes several examples of  extended essay titles .

These highlight the diverse range of topics covered by International Baccalaureate® (IB) Diploma Programme (DP) students during their extended essays.

Some examples are:

• “An analysis of costume as a source for understanding the inner life of the character”
• “A study of malnourished children in Indonesia and the extent of their recovery after a period of supervised improved nutrition.”
• “Doing  versus  being: language and reality in the Mimamsa school of Indian philosophy.” 
• “The effects of sugar-free chewing gum on the pH of saliva in the mouth after a meal.”
• “To what extent has the fall in the exchange rate of the US dollar affected the tourist industry in Carmel, California?”
•  “What level of data compression in music files is acceptable to the human ear?”

Also available in the programma resource centre , the Diploma Programme Assessment Procedures has guidance on choosing a subject for the extended essay.

The PRC is only available to existing IB World Schools.

You can also purchase examples of essays in the IB Store . These essays fulfil the requirements for an ‘A’ grade in the extended essay.

If your school is not one already, learn how to become an IB World School  in order to implement the DP.

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IB Chemistry EE examples

Filter exemplars, to what extent does the type of alcohol used in the fischer-speier esterification reaction affect the average rate of reaction as measured through back titration., how does the concentration of harpagoside, which is identified by the surface area of the spot on the chromatography paper, changes in the equine mane over the period of one month after gradual consumption of the supplement “devil’s claw”, want to get full marks for your ee allow us to review it for you 🎯, how does varying the solution ph and sodium ethanoate concentration affect the rate and yield of ethane production from its electrolysis, effect of storage temperature and time on the vitamin c concnetration in citrus fruit juices, how does 5g of different types of oils (palm oil, avocado oil, castor oil, and olive oil) contribute to the production of soap bars with a ph level closest to 7 measured at constant temperature (50°c) and after constant time of refluxing (30 minutes) through the saponification process, fast track your coursework with mark schemes moderated by ib examiners. upgrade now 🚀, which method of determination of the amount of copper in brass yields the most accurate result: iodometric titration, spectrophotometry or potentiometry, determining the total mass phenolic and the total mass flavonoid contents of 5 different apple varieties, how does varying steamed or non-steamed vegetables affect the content of iron present, including the effect on an anemic individual’s diet, what effect does changing the concentration of the reagent, chitosan glycolate solution, have on the formation rate and the di↵usion coecient observed in the formation of liesegang rings in the reaction of the polymer-analogous transformation, from salt to base, of chitosan, what effects does varying the identity and concentration of cation in salt solutions; sodium chloride, potassium chloride and lithium chloride, have on aggregation of silver nanoparticles manufactured through a reduction reaction, how does the yield of synthesis gas obtained from pyrolysis compare to gasification in the chemical recycling of polyethene and polypropene, to what extent does the concentration of sulfuric acid in a lead-acid cell affect the voltage at the end of a discharge cycle and the accumulation of lead sulfate on a lead electrode at standard thermodynamic conditions, how does the application of different corrosion inhibitors (green tea extract, acrylic paint, chrome plating) on iron affect the amount of rust produced and the rate of corrosion of an iron nail in a 3.5% nacl solution as measured through spectrophotometric and mass-loss methods, how does the storing time (8 years, 7 months, 5 months, 3 months, 1 month, 1 day) affect the composition of coca-cola drinks, considering h3po4 concentration and sugar content, how does the type of solvent (ethanol, propanone) and its solvent to water ratio (20%, 40%, 60%, 80%, 100% v/v) in the extraction of polyphenols via ultrasound-assisted extraction (uae), affect the total phenolic content extracted from rosemary (rosmarinus officinalis), quantified by folin-ciocalteu assay, to what extent does the pka of natural indicators, isobestic points and transmittance patterns vary from the pka of the universal indicator analysis by a spectrophotometer for finding the ideal indicator by prioritising its accessibility (cost of vegetables) and effectiveness for agricultural usage., is the amount of sulfur dioxide in disposable chopsticks a potential health hazard, an investigation into the effect of concentration of primary alcohols and hexane and the effect of the amount of carbon atoms within the alcohol to the enthalpy of combustion of the mixture, what is the effect of varying the amount of cac03 needed to reverse the effects of acid rain the acidity of soil", to what extent does the iodine value, and the acid value of the oil, and oxidative stability affect the hydrolysis rate of fatty acids in oil, an investigation into the chemiluminescence of luminol, comparison between the effects of the addition of various cations via salt solution on the aggregation of silver nanoparticles synthesized via the reduction method, “how quick is the rate of neutralization of 5 cm3, 1 m sodium hydroxide by fatty acids, produced through the hydrolysis of milk fat, catalyzed by lipase enzyme from different seeds”.

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• Extended Essay
• Course for students (Last exam Nov 24)

This section is initially for anyone who might be thinking of doing their Extended Essay in chemistry and then specifically for those who go ahead and choose chemistry as their Extended Essay subject. It takes you through the whole process, starting with what an Extended Essay is (and what it is not), how to prepare, research and write your essay and finishes with advice and examples of how to achieve a high grade.

Preparation

This first section on ‘Preparation” aims to give you all the information you need about what is involved in writing your Extended Essay. It explains exactly what an IB Extended Essay is, the aims...

Researching

This section looks at the processes involved in the types of research you will need to undertake. Your supervisor will give you advice on how to go about gathering your research by suggesting resources...

Writing the essay

This section gives you advice and information on how to write your essay. It lists the six formal components your essay must include and gives information on how to reference correctly and write the bibliography....

All Extended Essays are marked by an external examiner. All the external examiner sees is the final copy of your Essay together with the completed Reflections on planning and progress form, EE/RPPF. Based...

Extended Essay Guide: Criteria, Format, Sample EEs

• Criteria, Format, Sample EEs
• Annotated Bibliographies
• DP Research Process
• Databases & Academic Journals
• Evaluate Sources
• Academic Integrity
• MLA Citation Format
• CSE Citation Format (Science & Math)
• Video Tutorials 2024

The Assessment Crtiteria in Detail!

• Criterion A: Focus and method
• Criterion B: Knowledge and understanding
• Criterion C: Critical Thinking
• Criterion D: Presentation
• Criterion E: Engagement
• EE_How to maximize marks for different subjects?

• Criterion C: Critical thinking

Notes from the IB

RE: Research Question and Title of Extended Essay

Please note the statement below from the EE curriculum manager regarding the need to have both a title and a RQ for all subjects. Previous versions of the EE Guide indicated that the title and the RQ should be the same for History, Business Management and Mathematics. This is no longer the case.  All essays, regardless of the subject, need to have both a RQ and a title.

Hi Kathy, 

To answer your question, I am going to quote directly from a response John Royce provided, on this forum, in October in response to a very similar question: (it was a question about using Spanish sources - hence the mention of Spanish)

It is certainly  permissible to use sources which are not in the language of the essay, but translation into the target language is required , one cannot assume that the reader understands the original language.

It is usual to quote the original as well as presenting the translation.  [Do not put quotation marks around your translation, just around the original]

Umberto Eco argues ("in Mouse or rat?") that direct translation may lose meaning, paraphrase or use of different idioms may be required to get the ideas across. Paul Bellos ("Is that a fish in your ear?") makes a similar argument - direct translation may confound meaning... Direct translation may not be ideal - meaning and understanding are preferred - so, not to worry that your student with her good Spanish cannot present a direct translation.

What  must be made clear is that the translations are those of the student;  these are her understandings. Readers can make of that what they will - and if unsure, are presented with the original - they can seek another translation.  A note in the acknowledgements and/or in the introduction to the effect that all translations are those of the writer is ... essential.

In response to the question about the  Bibliography/Works cited, my preference would be to list the source in its original Thai version, but perhaps with the English in brackets, to help the examiner.

Your bibliography will have the entries in Thai characters first in the document. Any in-text citation to Thai sources will be in (Thai characters [English translation]).

Citation in Thai [English translation]

Works Cited Example:

วงษ์ปัญญา, ธนกร [Wongpunya, Thanakorn]. “โรงงานยาสูบรวยแค่ไหน และเอาเงินไปทำอะไรบ้าง.”  [How rich is the Thailand Tobacco Monopoly and where does the money go?] (candidate translation). The Standard, The Standard, 30 Aug. 2018, thestandard.co/thailand-tobacco-monopoly/.

Format of the Extended Essay

Required Formatting

The extended essay should be written in a clear, correct and formal academic style, appropriate to the subject from which the topic is drawn. Given that the extended essay is a formally written research paper, it should strive to maintain a professional, academic look. 

To help achieve this, the following formatting is  required:

• 12-point, readable font (Calibri or Times New Roman);
• double spacing throughout entire Essay;
• page numbering - top right corner;
• no candidate or school name or supervisor name on the title page or page headers.

Submitting the extended essay in the required format will help set the tone of the essay and will aid readability for on-screen assessment by examiners.

Required S tructure

The structure of the essay is very important. It helps students to organize the argument, making the best use of the evidence collected. 

There are six required elements of the final work to be submitted. More details about each element are given in the  “Presentation”  section. Please note that the order in which these elements are presented here is not necessarily the order in which they should be written. 

Six required elements of the extended essay:

• Contents page
• Introduction
• Body of the essay
• References and bibliography -- if MLA "Works Cited" if CSE "References"

1. Required Title Page  

The title page should include  only  the following information: 

• the title of the essay
• the research question
• the subject the essay is registered in (if it is a language essay also state which category it falls into; if a world studies essay also state the theme and the two subjects utilized) 

The upper limit is 4,000 words for all extended essays. 

2. Required Contents Page

A contents page must be provided at the beginning of the extended essay and all pages should be numbered. Please note that an index page is not required and if included will be treated as if it is not present.

3. Required Introduction

The introduction should tell the reader what to expect in the essay. The introduction should make clear to the reader the focus of the essay, the scope of the research, in particular an indication of the sources to be used, and an insight into the line of argument to be taken. 

While students should have a sense of the direction and key focus of their essay, it is sometimes advisable to finalize the introduction once the body of the essay is complete.

4. Required Body of the Essay  (research, analysis, discussion, and evaluation)

The main task is writing the body of the essay, which should be presented in the form of a reasoned argument. The form of this varies with the subject of the essay but as the argument develops it should be clear to the reader what relevant evidence has been discovered, where/how it has been discovered and how it supports the argument. In some subjects, for example, the sciences, sub-headings within the main body of the essay will help the reader to understand the argument (and will also help the student to keep on track). In structuring their extended essay, students must take into consideration the expected conventions of the subject in which their extended essay is registered. 

Once the main body of the essay is complete, it is possible to finalize the introduction (which tells the reader what to expect) and the conclusion (which says what has been achieved, including notes of any limitations and any questions that have not been resolved). 

Any information that is important to the argument  must not  be included in appendices or footnotes/endnotes. The examiner  will not  read notes or appendices, so an essay that is not complete in itself will be compromised across the assessment criteria.

5. Required Conclusion

The conclusion says what has been achieved, including notes of any limitations and any questions that have not been resolved. While students might draw conclusions throughout the essay based on their findings, it is important that there is a final, summative conclusion at the end. This conclusion(s) must relate to the research question posed.

6.  Required References & Bibliography

Students should use their chosen style of academic referencing as soon as they start writing. That way they are less likely to forget to include a citation. It is also easier than trying to add references at a later stage. For more information on this, refer to the guidelines in the IB document  Effective citing and referencing.

Writing the essay takes time but if students have used their Researcher's reflection space and reflection sessions in a meaningful way they should be well prepared to develop their arguments.

Extended Essay - Examples & Exemplars

• Essays from May 2018 with IB marks and commentaries
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Journal of Materials Chemistry C

Thermally stable metallic glass strain sensors with extended sensing range and sensitivity †.

* Corresponding authors

a Department of Intelligent Semiconductor Engineering, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, Seoul 06974, Republic of Korea E-mail: [email protected]

b School of Integrative Engineering, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, Seoul 06974, Republic of Korea

c Display Research Center, Korea Electronics Technology Institute, 25 Saenari-ro, Bundang-gu, Seongnam-si, Gyeonggi-do, Republic of Korea

Metallic glasses (MGs) are metal alloys with attractive properties for use as electrodes in strain sensors, such as high conductivity, mechanical strength, and strong corrosion resistance owing to their unique amorphous atomic arrangements, which are critical criteria for highly reliable sensors. However, MG-based strain sensors that may detect strains of >1% with high gauge factors have not yet been reported. In this study, an AlY-MG thin film in an amorphous phase is successfully deposited on a target substrate via sputter deposition. Whereas layer-by-layer-assembled graphene nanoplatelets (GNP) enable stable strain sensing over an extended range, the amorphous atomic arrangement of the MG film resulted in more distinct changes in electron conducting path under strains from 2% to 10%, which is induced by cracks initiated on the surface of the AlY film. Furthermore, the chemical stability of the sputtered AlY thin film is examined via electrical and optical analyses, which prove the high chemical stability at the interface between AlY and the GNP layer. As a result, a strain sensor based on the AlY film, which may detect various human motions when adhered to the skin, is developed.

• This article is part of the themed collection: Journal of Materials Chemistry C HOT Papers

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Thermally stable metallic glass strain sensors with extended sensing range and sensitivity

J. S. Cho, W. Jang, K. H. Park and D. H. Wang, J. Mater. Chem. C , 2024, Advance Article , DOI: 10.1039/D4TC00748D

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