You need to log-in or subscribe in order to use Student access.

Developing a research question

Having a good research question makes all the difference when it comes to not only scoring well but also the amount of effort required to do so. Ideally the student should be able to derive an equation that relates the variables, this can then be tested experimentally tested by taking measurements and plotting a graph. If possible the data can be linearised and a best fit line plotted. The gradient and intercept of this line should have some physical significance that can be compared to values either known or calculated. If not possible to linearise the student can fit a curve based on the function derived. Understanding the physical principle behind the derivation, the student should then be able to evaluate the results and suggest why the data does not fit the expected relationship (it almost never will).

If there is no equation the student will not know which curve to fit and will have no idea if the results are in line with the theoretical model or not. They might still score well on experimental method and data analysis but will be struggling when it comes to evaluation. One of the main features of an evaluation is to decide if the problems lie in the experimental method or assumptions made in the theoretical model. This is impossible without a model to compare with.

So, the first stages of an investigation are vitally important and the student will need guidance to find a suitable research question. I have made a flow chart showing typical stages of this process. If the flow is broken then it is best to start again either with a totally new topic or a redefined research question. The suitability of any given topic depends very much on the ability of the student. If you don't think they will understand the theory then it is best to advise against it. At the end of the day it is the students choice if they want to continue with a challenging topic but they should be warned that it is going to be difficult.

Here is the flow chart:

From this flow chart it might appear that I am doing all the work for the student but I'm not. I work in parallel to make sure that it is possible to carry out the investigation but don't share everything I find out with the student. I do however believe that the investigation is a fantastic learning opportunity and want my students to learn as much as possible from the process. I think the learning experience is enriched by helping them along the way rather than simply leaving them up to their own devises, I am their teacher after all. I give 3 weeks of class time to the investigation so we have a lot of time to discuss the various aspects. My good students tend to score very well 20+, the best get 24, weaker students simply can't follow the explanations I offer or simply don't ask, they don't do so well. Lowest scores tend to be around 8.

All materials on this website are for the exclusive use of teachers and students at subscribing schools for the period of their subscription. Any unauthorised copying or posting of materials on other websites is an infringement of our copyright and could result in your account being blocked and legal action being taken against you.