06 Feb ESS IA Topics: Turning Broad Ideas into Measurable Questions
A broad ESS IA topic becomes more useful when you can identify a measurable outcome, a defined setting and a practical way to obtain evidence. “Water pollution” or “food waste” describes an issue, but does not yet tell you what the investigation will compare. Use the examples below to practise narrowing an idea before discussing it with your teacher.
Example 1: food waste in a school setting
You could investigate differences in food waste recorded on selected days or for defined meal options. Specify whether you mean edible leftovers, preparation waste or all food discarded. Decide how the quantities will be measured and what comparison the evidence can support.
Develop the question: identify the setting, period and outcome before choosing the final wording. Comparing total waste without considering the number of meals served may give a misleading impression.
Check the limits: menu changes, portion sizes and attendance may influence the results. Follow school hygiene and permission requirements. Do not collect names or personal information unless needed and approved.
Example 2: pH at selected water-sampling sites
A study could compare pH measurements at defined locations along a watercourse. Record the site conditions and explain why the locations are relevant to an environmental issue.
Develop the question: focus on a specified relationship or comparison involving pH. A distance from an urban area may describe location, but it does not by itself identify the source of any change.
Check the limits: pH is one measure of water chemistry, not a general score of pollution. A similar pH at two sites does not show that their nutrient concentrations, contaminants or ecological conditions are identical. Avoid claiming that urban activity caused a difference unless the evidence supports that conclusion.
Example 3: vegetation in areas with different land use
You could compare a defined measure of vegetation at selected sites, such as plant species richness within a consistent sampling area. Explain how sites and sampling positions will be selected.
Develop the question: define the land-use categories and what will be recorded. Species richness is the number of species; it is not the same as abundance or a diversity measure that also considers evenness.
Check the limits: light, soil, season, management and sampling effort may differ between sites. Repeated measurements improve the description of the sampled area, but do not automatically make it representative of an entire town. Avoid damaging habitats and obtain permission.
A feasibility check for any topic
- Can the evidence answer the proposed question?
- Are measurements, categories and units clearly defined?
- Is there enough access, time and appropriate equipment?
- Can important alternative explanations be considered?
- Have safety, permissions and ethical issues been discussed with your teacher?
Choose analysis after considering the data and research question. Do not select a statistical test simply because it appears in another IA. These examples are starting points for an individual investigation, not ready-made projects to submit.
Choose your next planning step
Explore three more ESS IA starting points and how to structure an ESS IA. If you need help understanding research design or analysis, Marija Maletz offers online ESS tutoring for SL and HL. Request a free 20-minute trial lesson to discuss the skills you want to develop.
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