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Theory">Photosynthesis Theory</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20556/photosynthetic-pigments-.html" title="Photosynthetic pigments ">Photosynthetic pigments </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../15727/photosynthesis-experiments.html" title="Photosynthesis Experiments">Photosynthesis Experiments</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../16980/genetics-activities-for-learning.html" title="Genetics Activities for Learning">Genetics Activities for Learning</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17813/chromosomes-genes-alleles.html" title="Chromosomes genes & alleles">Chromosomes genes & alleles</a></li><li class="" style="padding-left: 28px"><i class="expander fa 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class="expander fa fa-caret-right "></i><a class="" href="../17817/theoretical-genetics-1.html" title="Theoretical Genetics 1">Theoretical Genetics 1</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../23787/stargardt-disease.html" title="Stargardt disease">Stargardt disease</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17818/theoretical-genetics-2.html" title="Theoretical Genetics 2">Theoretical Genetics 2</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17819/sex-linked-genes.html" title="Sex Linked Genes">Sex Linked Genes</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../17825/is-genetics-an-embarrassment-to-biology-education-.html" title="Is genetics an embarrassment to biology education? ">Is genetics an embarrassment to biology education? </a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17809/hairy-hands-genetics-of-mid-digital-hair.html" title="Hairy Hands - genetics of mid-digital hair">Hairy Hands - genetics of mid-digital hair</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17810/pedigree-chart-phenotype-ratios.html" title="Pedigree Chart & Phenotype Ratios">Pedigree Chart & Phenotype Ratios</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17820/ia-maize-genetics-experiment.html" title="IA Maize Genetics Experiment">IA Maize Genetics Experiment</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17823/genetically-modified-organisms.html" title="Genetically Modified Organisms.">Genetically Modified Organisms.</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17824/introduction-to-cloning.html" title="Introduction to Cloning.">Introduction to Cloning.</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../33736/cloning-ethics-quiz.html" title="Cloning ethics - quiz">Cloning ethics - quiz</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17811/therapeutic-cloning-debate-.html" title="Therapeutic Cloning Debate ">Therapeutic Cloning Debate </a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../16981/ecology-activities-for-learning.html" title="Ecology Activities for Learning">Ecology Activities for Learning</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17905/ecological-terms.html" title="Ecological terms.">Ecological terms.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17906/food-webs.html" title="Food Webs">Food Webs</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17927/mesocosm-lab.html" title="Mesocosm Lab">Mesocosm Lab</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../23435/ecology-mini-investigation.html" title="Ecology mini investigation">Ecology mini investigation</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../33629/ecology-field-trip-at-home.html" title="Ecology field trip - at home">Ecology field trip - at home</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17907/energy-flow.html" title="Energy Flow.">Energy Flow.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17912/carbon-cycle-skills.html" title="Carbon Cycle Skills">Carbon Cycle Skills</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17908/enhanced-greenhouse-effect.html" title="Enhanced Greenhouse Effect.">Enhanced Greenhouse Effect.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17909/climate-change.html" title="Climate Change.">Climate Change.</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../16985/evolution-activities-for-learning.html" title="Evolution: Activities for Learning">Evolution: Activities for Learning</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../15988/evolution-introduction.html" title="Evolution introduction">Evolution introduction</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../15990/variation-overproduction.html" title="Variation & overproduction">Variation & overproduction</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../15989/evolution-examples.html" title="Evolution examples">Evolution examples</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19320/classification-binomial-names.html" title="Classification & binomial names">Classification & binomial names</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../15991/classification-of-plants.html" title="Classification of Plants">Classification of Plants</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../19306/plant-classification-quiz.html" title="Plant classification quiz">Plant classification quiz</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../15993/classification-of-animals.html" title="Classification of Animals">Classification of Animals</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../23751/classification-games.html" title="Classification games">Classification games</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18912/intro-to-cladistics.html" title="Intro to cladistics">Intro to cladistics</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18910/reclassification-of-figworts-using-cladistics.html" title="Reclassification of figworts using cladistics">Reclassification of figworts using cladistics</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../18027/humans-activities-for-learning.html" title="Humans Activities for Learning">Humans Activities for Learning</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18028/digestion-enzymes-intro-.html" title="Digestion & Enzymes Intro ">Digestion & Enzymes Intro </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18029/ia-lipase-experiment.html" title="IA Lipase Experiment">IA Lipase Experiment</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18033/structure-of-the-digestive-system.html" title="Structure of the digestive system.">Structure of the digestive system.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18030/intestine-structure-function.html" title="Intestine Structure & Function.">Intestine Structure & Function.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18031/blood-and-blood-vessels.html" title="Blood and Blood Vessels">Blood and Blood Vessels</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18032/heart-dissection-diagram.html" title="Heart Dissection & Diagram">Heart Dissection & Diagram</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18026/controlling-heartbeat.html" title="Controlling Heartbeat">Controlling Heartbeat</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18590/blood-clotting-and-heart-disease.html" title="Blood clotting and heart disease.">Blood clotting and heart disease.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18117/antigens-and-antibodies-.html" title="Antigens and antibodies ">Antigens and antibodies </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18180/hiv-and-aids.html" title="HIV and AIDS">HIV and AIDS</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18116/immune-system-.html" title="Immune System ">Immune System </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18115/alveoli-gas-exchange.html" title="Alveoli & gas exchange">Alveoli & gas exchange</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19330/ventilation-lung-disease.html" title="Ventilation & lung disease">Ventilation & lung disease</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18421/nerve-impulses.html" title="Nerve impulses.">Nerve impulses.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18461/synapses.html" title="Synapses">Synapses</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../31311/chemicals-which-affect-synapses.html" title="Chemicals which affect synapses">Chemicals which affect synapses</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19886/hormones-introduction.html" title="Hormones introduction">Hormones introduction</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19894/homeostasis-of-glucose.html" title="Homeostasis of Glucose.">Homeostasis of Glucose.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19907/harvey-and-the-search-for-ova.html" title="Harvey and the search for ova">Harvey and the search for ova</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19908/hormones-and-the-menstrual-cycle.html" title="Hormones and the menstrual cycle">Hormones and the menstrual cycle</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19927/hormones-in-ivf.html" title="Hormones in IVF">Hormones in IVF</a></li></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../17178/additional-hl.html" title="Additional HL">Additional HL</a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../17917/hl-nucleic-acids-activities-for-learning.html" title="HL Nucleic Acids Activities for Learning">HL Nucleic Acids Activities for Learning</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17918/dna-structure-extras-for-hl.html" title="DNA structure - Extras for HL">DNA structure - Extras for HL</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../16141/dna-replication-for-hl-students.html" title="DNA Replication for HL Students">DNA Replication for HL Students</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17920/transcription-extras-for-hl.html" title="Transcription - extras for HL">Transcription - extras for HL</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../37259/extension-concept-hydrolysis-of-atp.html" title="Extension concept - Hydrolysis of ATP">Extension concept - Hydrolysis of ATP</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18048/translation-ribosomes.html" title="Translation & ribosomes">Translation & ribosomes</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17921/four-levels-of-protein-structure.html" title="Four levels of protein structure">Four levels of protein structure</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../18211/hl-metabolism-activities-for-learning.html" title="HL Metabolism Activities for Learning">HL Metabolism Activities for Learning</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19840/activation-energy-and-enzyme-pathways.html" title="Activation energy and enzyme pathways">Activation energy and enzyme pathways</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19850/emergency-room-activity-enzyme-inhibition.html" title="Emergency room activity - enzyme inhibition">Emergency room activity - enzyme inhibition</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../19865/toxicology-training-course.html" title="Toxicology training course">Toxicology training course</a></li></ul><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17923/end-product-inhibition-of-enzymes.html" title="End product inhibition of Enzymes.">End product inhibition of Enzymes.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17922/hl-respiration-introduction.html" title="HL Respiration introduction">HL Respiration introduction</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../16207/glycolysis-and-the-krebs-cycle.html" title="Glycolysis and the Krebs Cycle">Glycolysis and the Krebs Cycle</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18214/electron-transport-chain.html" title="Electron transport chain">Electron transport chain</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../16209/chloroplasts-and-photosynthesis.html" title="Chloroplasts and Photosynthesis">Chloroplasts and Photosynthesis</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../16210/light-dependent-reactions.html" title="Light Dependent Reactions">Light Dependent Reactions</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../16211/light-independent-reactions.html" title="Light Independent Reactions">Light Independent Reactions</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../17720/hl-plant-biology-activities-for-learning.html" title="HL Plant Biology - Activities for Learning">HL Plant Biology - Activities for Learning</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17726/leaf-stomata-transpiration.html" title="Leaf stomata & transpiration">Leaf stomata & transpiration</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17721/vascular-tissues-introduction.html" title="Vascular tissues - introduction">Vascular tissues - introduction</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17723/transport-in-xylem.html" title="Transport in xylem">Transport in xylem</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17727/experiments-on-transpiration.html" title="Experiments on Transpiration.">Experiments on Transpiration.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17724/transpiration-and-xerophytes-.html" title="Transpiration and Xerophytes ">Transpiration and Xerophytes </a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17763/phloem-and-translocation.html" title="Phloem and translocation">Phloem and translocation</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17722/meristems-and-growth.html" title="Meristems and Growth.">Meristems and Growth.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17804/hormonal-control-in-plants.html" title="Hormonal control in plants">Hormonal control in plants</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17725/reproduction-in-angiosperms.html" title="Reproduction in angiosperms.">Reproduction in angiosperms.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17808/seeds-flowering-phytochromes.html" title="Seeds, flowering & phytochromes">Seeds, flowering & phytochromes</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../17888/hl-genetics-activities-for-learning.html" title="HL Genetics Activities for Learning">HL Genetics Activities for Learning</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17889/meiosis.html" title="Meiosis.">Meiosis.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17890/di-hybrid-crosses.html" title="Di-Hybrid Crosses.">Di-Hybrid Crosses.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17892/polygenic-inheritance.html" title="Polygenic Inheritance.">Polygenic Inheritance.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17891/gene-linkage-1.html" title="Gene Linkage 1">Gene Linkage 1</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17894/gene-linkage-2.html" title="Gene Linkage 2">Gene Linkage 2</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../17901/gene-pools.html" title="Gene pools">Gene pools</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19670/polyploidy.html" title="Polyploidy">Polyploidy</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../19559/hl-animal-physiology-activities-for-learning.html" title="HL Animal Physiology Activities for Learning">HL Animal Physiology Activities for Learning</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19560/antibody-production.html" title="Antibody production">Antibody production</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19566/monoclonal-antibodies.html" title="Monoclonal antibodies">Monoclonal antibodies</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19565/vaccination.html" title="Vaccination">Vaccination</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19561/muscles-joints.html" title="Muscles & joints">Muscles & joints</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19564/muscle-structure-function.html" title="Muscle structure & function.">Muscle structure & function.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19681/osmoregulation.html" title="Osmoregulation">Osmoregulation</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19562/kidney-and-nephrons.html" title="Kidney and nephrons.">Kidney and nephrons.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18813/gamete-formation.html" title="Gamete formation">Gamete formation</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../16365/fertilization-blastocyst.html" title="Fertilization & blastocyst">Fertilization & blastocyst</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20080/pregnancy-and-birth.html" title="Pregnancy and birth">Pregnancy and birth</a></li></ul></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../17193/options-.html" title="Options ">Options </a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../21490/option-a-neurobiology-activities-for-learning.html" title="Option A - Neurobiology - Activities for learning">Option A - Neurobiology - Activities for learning</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21399/nervous-system-formation.html" title="Nervous system formation">Nervous system formation</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21401/synapses-and-nervous-system-plasticity.html" title="Synapses and nervous system plasticity">Synapses and nervous system plasticity</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21519/brain-structure-and-function.html" title="Brain structure and function">Brain structure and function</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21520/the-cerebral-cortex.html" title="The Cerebral cortex">The Cerebral cortex</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21525/sensory-receptors-and-smell.html" title="Sensory receptors and smell">Sensory receptors and smell</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../21526/the-eye-and-photoreceptors.html" title="The eye and photoreceptors">The eye and photoreceptors</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../33371/reflexes.html" title="Reflexes">Reflexes</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../33372/conditioning-and-imprinting.html" title="Conditioning and imprinting">Conditioning and imprinting</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../25280/option-b-biotechnology-and-bioinformatics.html" title="Option B - Biotechnology and bioinformatics">Option B - Biotechnology and bioinformatics</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../32571/batch-fermentation-and-continuous-culture.html" title="Batch fermentation and continuous culture">Batch fermentation and continuous culture</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../25411/cryptic-messages-bioinformatics-introduction.html" title="Cryptic messages - bioinformatics introduction">Cryptic messages - bioinformatics introduction</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../25364/orf-activity.html" title="ORF activity">ORF activity</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../22063/option-c-ecology-activities-for-learning.html" title="Option C - Ecology Activities for learning">Option C - Ecology Activities for learning</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../22081/describing-communities.html" title="Describing communities">Describing communities</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../22083/limits-and-zones-lab.html" title="Limits and zones lab">Limits and zones lab</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../22084/symbiosis-v-competitive-exclusion.html" title="Symbiosis v Competitive exclusion">Symbiosis v Competitive exclusion</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../22085/modelling-energy-flow.html" title="Modelling energy flow">Modelling energy flow</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../22086/predicting-ecosystems.html" title="Predicting ecosystems">Predicting ecosystems</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../22089/modelling-nutrients.html" title="Modelling nutrients">Modelling nutrients</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../22088/disturbance-vs-diversity.html" title="Disturbance vs Diversity">Disturbance vs Diversity</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../22807/invasive-species.html" title="Invasive species">Invasive species</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../22810/biomagnification.html" title="Biomagnification">Biomagnification</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../22958/plastic-debris.html" title="Plastic debris">Plastic debris</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../23153/indicator-species-biotic-index.html" title="Indicator species & biotic index">Indicator species & biotic index</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../23154/conservation-methods.html" title="Conservation methods">Conservation methods</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../22059/biodiversity-estimations.html" title="Biodiversity estimations">Biodiversity estimations</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../22060/lincoln-index-activities.html" title="Lincoln Index activities">Lincoln Index activities</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../27387/population-growth-curves.html" title="Population growth curves">Population growth curves</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../27433/fisheries-and-populations.html" title="Fisheries and populations">Fisheries and populations</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18998/nitrogen-cycle-applications.html" title="Nitrogen cycle - applications">Nitrogen cycle - applications</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../28235/phosphorus-cycle.html" title="Phosphorus cycle">Phosphorus cycle</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../20088/option-d-human-physiology-activities-for-learning.html" title="Option D - Human physiology Activities for learning">Option D - Human physiology Activities for learning</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20215/is-it-so-bad-to-eat-only-pizza.html" title="Is it so bad to eat only pizza?">Is it so bad to eat only pizza?</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20220/appetite-and-malnutrition.html" title="Appetite and malnutrition">Appetite and malnutrition</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20284/exocrine-glands.html" title="Exocrine glands">Exocrine glands</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20300/control-of-digestive-secretions.html" title="Control of digestive secretions">Control of digestive secretions</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20259/a-miracle-cure-for-ulcers.html" title="A miracle cure for ulcers">A miracle cure for ulcers</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20664/liver-structure-function.html" title="Liver structure & function.">Liver structure & function.</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20665/jaundice-liver-function.html" title="Jaundice & liver function">Jaundice & liver function</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20692/cardiac-muscle-myogenic-control.html" title="Cardiac muscle & myogenic control">Cardiac muscle & myogenic control</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20707/cardiology-role-play.html" title="Cardiology Role play">Cardiology Role play</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../24113/epidemiology-framingham-heart-study.html" title="Epidemiology - Framingham heart study">Epidemiology - Framingham heart study</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20706/pituitary-gland-and-hormones.html" title="Pituitary gland and hormones">Pituitary gland and hormones</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20732/oxygen-dissociation-curves.html" title="Oxygen dissociation curves">Oxygen dissociation curves</a></li><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20708/carbon-dioxide-and-bohr-shift.html" title="Carbon dioxide and Bohr shift">Carbon dioxide and Bohr shift</a></li></ul></ul><li class="ancestor parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right fa-rotate-90"></i><a class="" href="../17622/the-investigation.html" title="The Investigation">The Investigation</a></li><ul class="level-1 expanded"><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../21187/individual-investigation-skills-introduction.html" title="Individual investigation - skills introduction">Individual investigation - skills introduction</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../17179/practical-scheme-of-work.html" title="Practical Scheme of Work">Practical Scheme of Work</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../16860/lab-protocols-for-the-biology-ib-guide.html" title="Lab protocols for the Biology IB guide">Lab protocols for the Biology IB guide</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../17623/planning-for-skills-progression.html" title="Planning for skills progression">Planning for skills progression</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../17624/personal-engagement.html" title="Personal Engagement">Personal Engagement</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19063/personal-engagement-personality-quiz.html" title="Personal Engagement - personality quiz">Personal Engagement - personality quiz</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../34461/three-ways-to-choose-a-topic-for-the-ia.html" title="Three ways to choose a topic for the IA">Three ways to choose a topic for the IA</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../17625/exploration.html" title="Exploration">Exploration</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../23429/focusing-a-research-question.html" title="Focusing a research question">Focusing a research question</a></li></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../17626/analysis.html" title="Analysis">Analysis</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../26255/ia-analysis-anova-or-t-test.html" title="IA Analysis - ANOVA or t-test?">IA Analysis - ANOVA or t-test?</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../17627/evaluation.html" title="Evaluation">Evaluation</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../17628/communication.html" title="Communication">Communication</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../38973/ia-ideas-during-a-pandemic-2020-21.html" title="IA ideas during a pandemic 2020-21">IA ideas during a pandemic 2020-21</a></li><li class="current" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="ia-avoiding-common-errors.html" title="IA - Avoiding common errors">IA - Avoiding common errors</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../34356/ia-experiments-that-could-be-done-at-home.html" title="IA Experiments that could be done at home">IA Experiments that could be done at home</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../34574/ia-experiment-ideas-inspired-by-youtube.html" title="IA experiment ideas inspired by Youtube">IA experiment ideas inspired by Youtube</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../15992/6-ecological-ideas-for-your-ia.html" title="6 Ecological ideas for your IA">6 Ecological ideas for your IA</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../20852/30-investigation-ideas-for-biology-ia.html" title="30 investigation ideas for Biology IA">30 investigation ideas for Biology IA</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../39689/investigating-strawberries-with-a-glucose-test-meter.html" title="Investigating strawberries with a glucose test meter">Investigating strawberries with a glucose test meter</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../23240/16-new-experiment-ideas-for-biology-ia.html" title="16 new experiment ideas for Biology IA">16 new experiment ideas for Biology IA</a></li><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../26171/12-investigation-ideas-with-a-biological-twist.html" title="12 Investigation ideas with a biological twist.">12 Investigation ideas with a biological twist.</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../26186/body-temperature-data.html" title="Body temperature data">Body temperature data</a></li></ul><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../19329/ia-investigation-marking-sheet.html" title="IA Investigation - marking sheet">IA Investigation - marking sheet</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../21859/marking-rigour-ia-assessment-criteria.html" title="Marking rigour & IA assessment criteria.">Marking rigour & IA assessment criteria.</a></li></ul><li class=" parent std-toplevel" style="padding-left: 4px"><i class="expander fa fa-caret-right "></i><a class="" href="../18404/quizzes-tests-revision.html" title="Quizzes tests & revision">Quizzes tests & revision</a></li><ul class="level-1 "><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../17665/the-exams.html" title="The Exams">The Exams</a></li><ul class="level-2 "><li class="" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19051/describing-trends-in-ib-graphs.html" title="Describing trends in IB graphs">Describing trends in IB graphs</a></li><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20791/paper-3-section-a-questions.html" title="Paper 3 Section A - questions">Paper 3 Section A - questions</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../26073/graphical-analysis-skills-for-life.html" title="Graphical analysis - skills for life!">Graphical analysis - skills for life!</a></li></ul></ul><li class=" parent" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a class="" href="../18403/a3-topic-revision-sheets.html" title="A3 topic revision sheets">A3 topic revision sheets</a></li><ul class="level-2 "><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18405/topic-1-cells-revision-activities.html" title="Topic 1 - Cells revision activities">Topic 1 - Cells revision activities</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22372/topic-1-cells-sl-revision-list.html" title="Topic 1 - Cells SL revision list">Topic 1 - Cells SL revision list</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19003/topic-2-molecular-biology-revision-activities.html" title="Topic 2 - Molecular biology revision activities">Topic 2 - Molecular biology revision activities</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22373/topic-2-bio-molecules-sl-revision-list.html" title="Topic 2 - Bio molecules SL revision list">Topic 2 - Bio molecules SL revision list</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../18999/topic-3-genetics-sl-revision-activities.html" title="Topic 3 - Genetics SL revision activities">Topic 3 - Genetics SL revision activities</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22378/topic-3-genetics-sl-revision-list.html" title="Topic 3 - Genetics SL revision list">Topic 3 - Genetics SL revision list</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19480/topic-4-ecology-sl-revision-activities.html" title="Topic 4 - Ecology SL revision activities">Topic 4 - Ecology SL revision activities</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22395/topic-4-ecology-revision-list.html" title="Topic 4 - Ecology revision list">Topic 4 - Ecology revision list</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19006/topic-5-evolution-sl-revision-activities.html" title="Topic 5 - Evolution SL revision activities">Topic 5 - Evolution SL revision activities</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22474/topic-5-evolution-revision-list.html" title="Topic 5 - Evolution revision list">Topic 5 - Evolution revision list</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20121/topic-6-human-physiology-sl-revision-activities.html" title="Topic 6 - human physiology SL revision activities">Topic 6 - human physiology SL revision activities</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../22396/topic-6-human-physiology-revision-list.html" title="Topic 6 - Human physiology revision list">Topic 6 - Human physiology revision list</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20196/topic-7-nucleic-acids-hl-revision-activities.html" title="Topic 7 - Nucleic acids HL revision activities">Topic 7 - Nucleic acids HL revision activities</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../20139/topic-7-nucleic-acids-hl-revision-list.html" title="Topic 7 - Nucleic acids HL revision list">Topic 7 - Nucleic acids HL revision list</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20787/topic-8-metabolism-hl-revision-activities.html" title="Topic 8 - Metabolism HL revision activities">Topic 8 - Metabolism HL revision activities</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../20198/topic-8-metabolism-hl-revision-list.html" title="Topic 8 - Metabolism HL revision list">Topic 8 - Metabolism HL revision list</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20122/topic-9-plant-biology-hl-revision-activities.html" title="Topic 9 - Plant biology HL revision activities">Topic 9 - Plant biology HL revision activities</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../20773/topic-9-plants-hl-revision-list.html" title="Topic 9 - Plants HL - revision list">Topic 9 - Plants HL - revision list</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../20849/topic-10-genetics-hl-revision-activities.html" title="Topic 10 - Genetics HL Revision activities">Topic 10 - Genetics HL Revision activities</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../20128/topic-10-genetics-hl-revision-list.html" title="Topic 10 - Genetics HL revision list">Topic 10 - Genetics HL revision list</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="std-disabled" href="#" title="Topic 11 - Physiology HL Revision activities">Topic 11 - Physiology HL Revision activities</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../20115/topic-11-animal-physiology-revision-list.html" title="Topic 11 - Animal physiology revision list">Topic 11 - Animal physiology revision list</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../23821/option-a-neurobiology-revision-activities.html" title="Option A - Neurobiology - Revision activities">Option A - Neurobiology - Revision activities</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../23822/option-a-neurobiology-sl-revision-list.html" title="Option A - Neurobiology SL Revision list">Option A - Neurobiology SL Revision list</a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../23831/option-a-neurobiology-hl-revision-list.html" title="Option A - Neurobiology HL Revision list">Option A - Neurobiology HL Revision list</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa fa-caret-right "></i><a class="" href="../19001/option-c-ecology-revision-activities.html" title="Option C - Ecology revision activities">Option C - Ecology revision activities</a></li><ul class="level-3 "><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../27865/option-c-ecology-sl-revision-list-.html" title="Option C - Ecology SL revision list ">Option C - Ecology SL revision list </a></li><li class="" style="padding-left: 42px"><i class="expander fa fa-caret-right "></i><a class="" href="../27863/option-c-ecology-hl-revision-list.html" title="Option C - Ecology HL revision list">Option C - Ecology HL revision list</a></li></ul><li class=" parent" style="padding-left: 28px"><i class="expander fa 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<div id="main-column" class="span9"> <article id="ia-avoiding-common-errors" style="margin-top: 16px;">
<h1 class="section-title">IA - Avoiding common errors</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../biology.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">The Investigation</span><span class="divider">/</span></li><li><span class="active">IA - Avoiding common errors</span></li></ul>
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<p><img alt="" class="Left" src="../../../ib/biology/images/flickr_cc_commercial_ok/IA-investigation/tree_quadrat_sampling_student.png" style="height: 101px; width: 100px;">Students are still learning how to complete an IA as they embark on this important piece of work. They gain so many new skills during the process that if it were possible to start again, once they have finished, every student would be sure to get a higher mark. This activity aims to provide students with some of these experiences before doing the IA. It will help them to get higher grades first time and help teachers to advise students how to avoid some of the common pitfalls.</p><hr class="hidden"><div class="greyBg"><h3>Lesson Description</h3><div class="blueBg"><h3>Guiding Question</h3><p>What are the most common errors which students make in their IA?</p></div><p>Complete the activities below using the worksheets or on paper using this page.</p><h3>Activity 1 - Avoid writing a vague, unfocused research question</h3><p><a href="/media/ib/biology/files/activity%20worksheets/ia_new_resources/ia-avoiding-common-errors_act1.pdf" target="_blank" title="Worksheets"><img class="ico" src="../../../img/icons/exercise.png"> Worksheet for Activity 1 - Avoid a vague research question</a></p><p>Spending ten minutes getting the research question right is time well spent at the beginning of an IA.<br>The first question (below) is not fully focused, the student knows what they want to do but they haven't expressed it precisely.<br>Students who are vague like this often don't include enough biological detail in the background, or in their conclusion.</p><p style="text-align: center;"><img alt="" src="../../../ib/biology/images/flickr_cc_commercial_ok/IA-investigation/research-question.png" style="width: 635px; height: 289px;"></p><p>The second example is better, it describes the Independent variable and the Dependent Variable more precisely.<br>It also refers to a derived variable. This is really what interests the student, but it is not directly measurable. We can try to estimate the speed of the nervous system using the reaction time. So writing it into the research questions helps to guide the student in their IA.<br>Explaining how to work out a derived variable should form part or the background section, and this might encourage a biological explanation of how the independent variable will cause changes to the dependent variable.<br>The scientific names of species are also expected. Although for humans it seems a bit odd to do, better safe than sorry.</p><p>It is also good to describe the range of the independent variable which will be tested in the RQ. This can be explained and justified in the background part of the Exploration.</p><hr class="hidden"><h3>Help these students to improve their research questions</h3><p>Improve the RQs below by:</p><ul><li>completing the precise details of the IV and DV. </li><li>giving a range of values for the IV</li><li>adding a scientific name</li><li>including a derived variable, which is not measured, but calculated from the data.</li></ul><div class="blueBg"><p><img alt="" src="../../../ib/biology/images/flickr_cc_commercial_ok/IA-investigation/carrots_2019.png" style="float: right; width: 150px; height: 118px;"><strong>Student A: Jazmin</strong> is really interested in cooking and health. She has heard that it is healthier to eat raw food because cooking food damages some of the nutrients in the food. She is thinking of baking carrots at different temperatures in an oven.</p><div><p><span data-contrast="auto">RQ: <strong>How does heating carrots at different temperatures</strong></span><strong><span data-contrast="auto"></span><span data-contrast="auto"> </span><span data-contrast="auto">a</span><span data-contrast="auto">ffect</span><span data-contrast="auto"> vitamin C concentration?</span></strong></p><p>Precise IV .......................................................................................................</p><p>Range of IV ....................................................................................................</p><p>Precise DV ......................................................................................................</p><p>Scientific name ...........................................................</p><p>Derived variable ..............................................................................................</p><p><strong>Write a more focused RQ, using these details:</strong></p><p>...........................................................................................................................................................................</p><p>...........................................................................................................................................................................</p></div></div><div class="blueBg"><p><strong>Student B: Dara</strong> has just been on holiday and visited the Dead sea / Sea of Salt: <span dir="rtl">البحر الميت</span>. He liked being able to float easily in the water but was shocked to find out that there is no life in the sea because it is too salty. He wants to find out what is the maximum salinity that can support life. The Dead sea has a salinity of 342 g/kg, or 34.2%. He is thinking of growing yeast in different salt concentrations and measuring the rate of growth of the yeast population using a colorimeter.</p><p>RQ: <strong>What is the highest salt concentration which can support life, using yeast as a model species?</strong></p><p>Precise IV .......................................................................................................</p><p>Range of IV ....................................................................................................</p><p>Precise DV ......................................................................................................</p><p>Scientific name ...........................................................</p><p>Derived variable ..............................................................................................</p><p><strong>Write a more focused RQ, using these details:</strong></p><p>...........................................................................................................................................................................</p><p>...........................................................................................................................................................................</p></div><hr class="hidden"><h3>Activity 2 - Avoid omitting biological theory in the background section</h3><p><a href="/media/ib/biology/files/activity%20worksheets/ia_new_resources/ia-avoiding-common-errors_act2.pdf" target="_blank" title="Worksheets"><img class="ico" src="../../../img/icons/exercise.png"> Worksheet for Activity 2 Avoid omitting biological theory</a></p><p>Some students collect relevant pieces of information for the "Background" of their IA without deciding first what are the details which the reader needs to know to understand the context of the IA.</p><ul><li>Why is the question interesting? (Engagement)</li><li>Why does the IV affect the DV? (Hypothesis)</li><li>What reasoning was used for the choice of the range of IV? (so the Method tests the Hypothesis!)</li><li>What apparatus, chemicals or techniques does the reader need to know? (Methodology)</li><li>How will you take the results collected and use them to answer the RQ? (plan of Analysis)</li></ul><h3>Evaluate the Background information below.</h3><p>Annotate the text to show each type of content. Can you identify which part of the background has been left out?</p><div class="blueBg"><div><p><strong><span data-contrast="none">Background</span><span data-contrast="none">: </span> </strong></p></div><div><p><span data-contrast="none">Saccharomyces cerevisiae</span><span data-contrast="none"> (more commonly known as yeast)</span><span data-contrast="none"> is a commonly found </span><span data-contrast="none">microorganism</span><span data-contrast="none"> used in the food industry (brewing and bread makin</span><span data-contrast="none">g) and bio-fuel. </span><span data-contrast="none">Yeast takes in its water through osmosis. </span><span data-contrast="none">Osmosis </span>by definition is “diffusion of free water molecules from a regio<span data-contrast="none">n where they are more concentrated to a region where they are less concentrated across a partially permeable membrane” </span><span aria-hidden="true" aria-label="Contrôle de contenu de texte enrichi" role="group"><span data-contrast="none"></span><span data-contrast="none">(Clegg 2014)</span></span><span data-contrast="none"></span><span data-contrast="none"></span><span data-contrast="none">. </span></p><p><span data-contrast="none">My </span><span data-contrast="none">concept</span> therefore, is that as the salt concentration outside the yeast cell increases, the concentration of water molecules will then be greater inside of the cell than outside. Thus, the water molecules will then pass back out of the cell into to lower concentrated solution surrounding the organism<span data-contrast="none"> via osmosis</span><span data-contrast="none">. This will result in the yeast </span><span data-contrast="none">dehydrating.</span> <span data-contrast="none">Yeast cells contain enzymes that need to be in solution in order to ensure metabolic reactions, including </span><span data-contrast="none">DNA replication, needed for cell division. When the yeast cell dehydrates, the enzymes can no longer function and thus metabolic reactions needed for survival</span><span data-contrast="none">, such as respiration,</span><span data-contrast="none"> do not take place. </span> <span data-contrast="none"></span></p><p><span data-contrast="none">My experiment will measure the growth of yeast populations by using absorbance of light by a suspension of growing yeast cells in a colorimeter. If the yeast cells are </span><span data-contrast="none">living,</span> <span data-contrast="none">they will continue to divide through the process of mitosis resulting in a </span>more opaque solution, thus more of the light will be absorbed. If the cells do in fact dehydrate, the cells will no longer divide and the yeast solution will stop becoming more transparent and the amount of light absorbed will not change. <span data-contrast="none"></span></p><p><span data-contrast="none">I decided upon using yeast because </span><span data-contrast="none">it </span><span data-contrast="none">can live</span><span data-contrast="none"> in a variable environment</span> <span aria-hidden="true" aria-label="Contrôle de contenu de texte enrichi" role="group"><span data-contrast="none"></span><span data-contrast="none">(Hohmann 2002)</span></span><span data-contrast="none"></span><span data-contrast="none"></span><span data-contrast="none">. U</span><span data-contrast="none">sing a bacterium such as </span><span data-contrast="none"><em>Escherichia coli</em></span><span data-contrast="none"> would not </span><span data-contrast="none">be appropriate, as </span><span data-contrast="none">they do not have a high salinity tolerance</span><span aria-hidden="true" aria-label="Contrôle de contenu de texte enrichi" role="group"><span data-contrast="none"></span><span data-contrast="none"> (Omotoyinbo O. V. 2017)</span></span><span data-contrast="none"></span><span data-contrast="none"></span><span data-contrast="none">.</span><span data-contrast="none"> <em>E.col</em>i</span><span data-contrast="none"> </span><span data-contrast="none">also </span><span data-contrast="none">does not run the risk of becoming a harmful pathogen, and therefore I could easily transfer it from test tubes to colorimeter</span><span data-contrast="none"> vial</span><span data-contrast="none">s without any risk to health. In addition, because I could transfer samples easily it meant that I could use larger volumes of my yeast solution, which made creating different concentrations much easier. </span></p><p>The Dead sea has a salinity of 342 g/kg, or 34.2% so I chose a range of salinity from pure distilled water 0g/kg to a concentration double the salinity of the red sea. I wanted regular intervals between concentrations so I chose the six concentrations shown in the Raw data table below, each with an interval of 12.5g/kg.</p></div></div><p>Here is the raw data which was collected in the experiment after 24 hours of yeast incubation at 37°C.</p><p style="text-align: center;"><img alt="" src="../../../ib/biology/images/flickr_cc_commercial_ok/IA-investigation/salt_yeast_raw_data.png" style="width: 449px; height: 286px;"></p><h3>Write a paragraph explaining the missing information</h3><div class="blueBg"><p>Outline how we could use the raw data collected to answer the RQ."<strong>What is the highest salt concentration which can support life." </strong>Keep it general, it is for the background, full details of calculation will be provided in the data analysis section.</p><p>...........................................................................................................................................................................</p><p>...........................................................................................................................................................................</p><p>...........................................................................................................................................................................</p><p>...........................................................................................................................................................................</p><p>...........................................................................................................................................................................</p><p>...........................................................................................................................................................................</p></div><hr class="hidden"><h3>Activity 3 - Avoid forgetting to control variables in the method after identifying them</h3><p><a href="/media/ib/biology/files/activity%20worksheets/ia_new_resources/ia-avoiding-common-errors_act3.pdf" target="_blank" title="Worksheets"><img class="ico" src="../../../img/icons/exercise.png"> Worksheet for Activity 3 avoid forgetting to control variables in the method</a></p><p>The student identified the following variable which would need to be controlled.</p><p><strong>Controlled variables:</strong></p><ul><li>Mass of yeast: To make it a fair test this should always be the same.</li><li>Temperature of the solutions: so that the yeast grows at the same speed in each experiment.</li><li>Total volume of solution: so that concentrations don't vary.</li><li>Time allowed for yeast growth: so that yeast grows for the same time in each.</li><li>The amount of stirring / shaking: So that there is the same amount of oxygen dissolved in the solution, for aerobic respiration.</li><li>The type of yeast used, and its freshness / age: Some yeast might grow faster than others.</li><li>The concentration of sugar added: So yeast has the same amount of 'food' in each experiment.</li></ul><p>In his experiment Dara wrote;</p><div class="blueBg"><div><div><p><span data-contrast="none">Method</span><span data-contrast="none">: </span> </p></div><div><ol><li aria-setsize="-1" data-aria-level="1" data-aria-posinset="0" data-font="Arial" data-leveltext="-" data-listid="1" role="listitem"><p><span data-contrast="none">I measured out 250 ml of warm water from the tap using a 250 ml measuring cylinder. To this, I mixed in 20g of sugar weighed in a weighing boat using a 2d.p balance</span><span data-contrast="none"> in the largest beaker available</span><span data-contrast="none">. This created a 17% sucrose solution. </span> </p></li><li aria-setsize="-1" data-aria-level="1" data-aria-posinset="0" data-font="Arial" data-leveltext="-" data-listid="1" role="listitem"><p><span data-contrast="none">I then added 20g grams of dried yeast and let the yeast grow for 24 hours. </span> </p></li><li aria-setsize="-1" data-aria-level="1" data-aria-posinset="0" data-font="Arial" data-leveltext="-" data-listid="1" role="listitem"><p><span data-contrast="none">After this </span><span data-contrast="none">24-hour</span> <span data-contrast="none">period,</span><span data-contrast="none"> I took a sample of the yeast solution and placed it in a vile to be placed in the colorimeter.</span> </p></li><li aria-setsize="-1" data-aria-level="1" data-aria-posinset="0" data-font="Arial" data-leveltext="-" data-listid="1" role="listitem"><p><span data-contrast="none">I then </span><span data-contrast="none">calibrated the colorimeter machine, checking that the absorbance reading was 0.00 </span></p></li><li aria-setsize="-1" data-aria-level="1" data-aria-posinset="0" data-font="Arial" data-leveltext="-" data-listid="1" role="listitem"><p><span data-contrast="none">After this, I took an initial absorbance reading using the sample of yeast solution I collected. </span> </p></li><li aria-setsize="-1" data-aria-level="1" data-aria-posinset="0" data-font="Arial" data-leveltext="-" data-listid="1" role="listitem"><p><span data-contrast="none">Making sure the yeast solution was well mixed I measured out 8 ml of the solution, using a 10ml glass measuring cylinder, into 20 15ml test tubes. I labelled 4 test tubes as 0%, </span><span data-contrast="none">4 as </span><span data-contrast="none">12.5%, </span><span data-contrast="none">4 as </span><span data-contrast="none">25%, </span><span data-contrast="none">4 as </span><span data-contrast="none">37.5%, </span><span data-contrast="none">4 as </span><span data-contrast="none">50% and </span><span data-contrast="none">4 as </span><span data-contrast="none">63%. </span><span data-contrast="none">and added the salt solution to each labelled test tube and shook well. </span> </p></li><li aria-setsize="-1" data-aria-level="1" data-aria-posinset="0" data-font="Arial" data-leveltext="-" data-listid="1" role="listitem"><p><span data-contrast="none">I let the yeast g</span><span data-contrast="none">row for another 24 hours</span><span data-contrast="none">.</span> </p></li><li aria-setsize="-1" data-aria-level="1" data-aria-posinset="0" data-font="Arial" data-leveltext="-" data-listid="1" role="listitem"><p><span data-contrast="none">I shook the test tubes again and</span><span data-contrast="none"> then placed a sample of each solution into co</span><span data-contrast="none">lorimeter</span><span data-contrast="none"> vials</span>. After calibrating the machine, I <span data-contrast="none">tested the</span><span data-contrast="none"> sample</span><span data-contrast="none">s</span><span data-contrast="none"> of each </span><span data-contrast="none">test tube and recorded the absorbance value. </span></p></li></ol></div></div></div><h3>Add details to the method completing the practical control of all six variables.</h3><p>Students sound more convincing if the step-by-step method includes control of variables.</p><div class="blueBg"><p class="western" lang="en-GB">Outline how to control each variable mentioned below. Write it in the same style as the step by step method above. (Using first person isn’t the best style but it is not penalised at IB.)</p><p><strong>The temperature</strong></p><p>...........................................................................................................................................................................</p><p>...........................................................................................................................................................................</p><p><strong>The amount of stirring / shaking</strong></p><p>...........................................................................................................................................................................</p><p>...........................................................................................................................................................................</p><p><strong>The type of yeast used, and its freshness / age</strong></p><p>...........................................................................................................................................................................</p><p>...........................................................................................................................................................................</p></div><hr class="hidden"><h3>Activity 4 - Avoid doing the data analysis without understanding why</h3><p><a href="/media/ib/biology/files/activity%20worksheets/ia_new_resources/ia-avoiding-common-errors_act45.pdf" target="_blank" title="Worksheets"><img class="ico" src="../../../img/icons/exercise.png"> Worksheet for Activities 4&5 - Avoid misunderstanding the data analysis</a></p><p>Some schools seem to tell students to do a selection of graphs and statistical calculations. While it is important that teachers guide students in the analysis, students need to choose the data analysis method themselves.<br>It is only possible to choose correctly if students understand why they are doing the analysis.</p><h3>Describe what the purpose of each data analysis method is, and when you might use it.</h3><p>This is a list of ten possible types of data analysis. Some of the explanations have been done already.<br>For any methods which are unknown, look up the method, and note down it's purpose. </p><table class="table table-striped table-bordered" height="438" width="562"><thead><tr><th scope="col">Data analysis method list</th><th scope="col">Purpose and when you might use this method</th></tr></thead><tbody><tr><td><p>Calculate derived variable values using the raw data</p></td><td>To calculate a derived variable that helps answer the research question, when the raw data measured (IV) is used because it can be measured but the derived variable cannot. <br>(For example, your raw data is 'absorbance' and you need to know 'how much the yeast has grown' or 'is it alive?'.<br>A common example is the raw data, 'time taken' used to calculate the 'rate of reaction.'</td></tr><tr><td><p>Plot a scatter graph of all the raw data</p></td><td></td></tr><tr><td><p>Calculate a mean average for each value of the IV</p></td><td>To show a trend more clearly, where there are repeated results, and data are scattered.</td></tr><tr><td><p>Calculate the standard deviation</p></td><td>To show the size of the 'scatter' in repeated results, when results show variation.</td></tr><tr><td><p>Plot a bar chart of the averages with standard deviations</p></td><td></td></tr><tr><td><p>Plot a scatter graph of averages with standard deviations</p></td><td></td></tr><tr><td><p>Plot a box and whisker graph</p></td><td>To show the median values and the size of 'scatter' when the data is not normally distributed, or when there are too few data points to calculate a standard deviation (<5)</td></tr><tr><td><p>Calculate the R<sup>2</sup> statistic</p></td><td><p>.</p></td></tr><tr><td><p>Calculate a students t-test</p></td><td><p>.</p></td></tr><tr><td><p>Calculate several t-test between the most different data</p></td><td>This is not a good method, for two reasons.<ul><li>By selecting the most different results this introduces an element of experimenter bias. It is 'cherry picking' the best data, and ignoring data which falsifies an hypothesis.</li><li>The 'critical value' for a t-test is p=0.05. This means that one in twenty t-tests will show a 'significant difference' even when none exists.</li></ul></td></tr><tr><td><p>Calculate the ANOVA statistic</p></td><td><p>.</p></td></tr></tbody></table><h3>Help Dara choose the data analysis for his experiment.</h3><p>Which steps would be suitable for Dara's experiment on Yeast?</p><ol><li> .................................................</li><li> .................................................</li><li> .................................................</li></ol><hr class="hidden"><h3>Activity 5 - Forgetting to include a strength and an extension in the Evaluation</h3><p><a href="/media/ib/biology/files/activity%20worksheets/ia_new_resources/ia-avoiding-common-errors_act45.pdf" target="_blank" title="Worksheets"><img class="ico" src="../../../img/icons/exercise.png"> Worksheet for Activities 4&5 - Avoid forgetting a strength and an extension.</a></p><p>Students who are running out of time, and perhaps enthusiasm, usually forget to include these less prominent details in their Evaluation section. This impacts on their marks.</p><p>There is no excuse for this. A little thought and two sentences will cover these details in most cases.</p><p>A table of limitations and suggestions for improvements also safes time, and avoids the risk of forgetting an improvement for each limitation.</p><div class="blueBg"><div><p><strong><span data-contrast="none">Evaluation</span><span data-contrast="none">:</span> </strong><span data-contrast="none"></span></p><p><span data-contrast="none">A strength of this experiment is I used an effective range of salt concentrations and attained very consistent results showing a reliable method. </span> <span data-contrast="none"></span></p><p><span data-contrast="none">As an extension to this experiment it would have been interesting to look at whether the decomposition of dead cells in the solution have any effect on the light </span><span data-contrast="none">absorption</span><span data-contrast="none"> of the solution, explaining why my final value was higher than my starting value. </span></p></div><div><table border="1" data-table="" data-tablelook="1184"><tbody><tr role="row"><td data-celllook="65536" role="rowheader" style="width:200px;"><div><div><p><strong><span data-contrast="none">Limitations </span></strong></p></div></div></td><td data-celllook="65536" role="columnheader" style="width:200px;"><div><div><p><strong><span data-contrast="none">How it could affect data </span> </strong></p></div></div></td><td data-celllook="65536" role="columnheader" style="width:200px;"><div><div><p><strong><span data-contrast="none">Improvements </span></strong></p></div></div></td></tr><tr role="row"><td data-celllook="0" role="rowheader" style="width:200px;"><div><div><p><span data-contrast="none">Vials had scratches </span> </p></div></div></td><td data-celllook="0" style="width:200px;"><div><div><p><span data-contrast="none">If a vial was scratched it would increase the absorbance reading. </span> </p></div></div></td><td data-celllook="0" style="width:200px;"><div><div><p><span data-contrast="none">Use new vials. </span> </p></div></div></td></tr><tr role="row"><td data-celllook="0" role="rowheader" style="width:200px;"><div><div><p><span data-contrast="none">I had no control over the thermostat in the lab. </span> </p></div></div></td><td data-celllook="0" style="width:200px;"><div><div><p><span data-contrast="none">All of</span> the yeast was grown in the same room, therefore all of the data would be affected equally. However, a cooler temperature could have decreased growth. </p></div></div></td><td data-celllook="0" style="width:200px;"><div><div><p><span data-contrast="none">Do the experiment in an incubator at 25°C to keep the temperature constant. </span> </p></div></div></td></tr></tbody></table></div></div><h3>Help Dara think of another idea for a strength and an extension.</h3><p>A strength of this experiment is ........................................................ .................................................... .................................................... .................................................... ....................................................</p><p>An extension to this experiment could be ........................................................ ....................................... .................................................... .................................................... ....................................................</p></div><div class="pinkBg"><h3>Teacher's notes</h3><div><div style="clear:both;">These five short activities would make a good cover lesson, or a homework task in preparation for the IA.<br>Alternatively they could be selected one at a time, during practical lab work to emphasise each of the points.</div><div style="clear:both;"></div><div style="clear:both;">Of course there are a lot of other things for students to be aware of in the IA. This page is just an activity to help emphasise one or two of the places where students often lose marks.</div><div style="clear:both;"></div></div><p>Model answers are available here: <a href="../30229/ia-avoiding-common-errors-model-answers.html" title="The Investigation » IA - Avoiding common errors » IA avoiding common errors - model answers">IA avoiding common errors - model answers</a> Teachers can control access to this page for their students by using the <a href="../../std-access.html" target="_blank">Inthinking Biology 'Student access' </a></p><h3>Reminders of the purpose of the background section:</h3><ul><li>It needs to be focused (not long and waffling) and can include a citation(s) in support of the theory</li><li>It should be linked to the research question.</li><li>The choice of independent variable, and its range, needs to be justified.</li><li>The reasons for expected changes to the dependent variable should be explained using some biological theory.</li><li>The identification of controlled variables is best when it shows an understanding of the other factors that may alter the results, rather than a quick list of other variables.</li><li>If it happens, there should also be a recognition that some variables (e.g. room temperature) may be uncontrolled.</li></ul></div><script>document.querySelectorAll('.tib-teacher-only').forEach(e => e.remove());</script>
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Please allow Pop Ups in your browser settings.</p></div>').insertBefore("body")),newWindow}if($(".open-student-access-help").click((function(e){e.preventDefault();var h=$(window).height()-20,w=$(window).width()<1280?$(window).width():1280;popupHelp(helpURL,"Student Access Help",w,h)})),$(".pop-up-help").click((function(e){e.preventDefault();var url=$(this).attr("href"),title=$(this).data("title"),h=$(window).height()-20,w;popupHelp(url,title,$(window).width()<1280?$(window).width():1280,h)})),$("section.tib-hiddenbox").length){var count=0;$($("section.tib-hiddenbox").get().reverse()).each((function(){var box=$(this),revealButton;$("<a />").attr("class","btn showhider").attr("rel","hiddenBoxContent"+count).attr("style","margin-bottom: 0;").html('<i class="fa fa-eye"></i>').insertBefore(box);var newContainer=$("<div />").attr("class","hidden-content").attr("id","hiddenBoxContent"+count).html(box.html());newContainer.hide(),newContainer.insertBefore(box),box.remove(),count++})),$("a.showhider").on("click",(function(e){var container=$("#"+$(this).attr("rel"));container.is(":hidden")?(container.fadeIn("fast"),$(this).html('<i class="fa fa-eye-slash"></i>')):(container.fadeOut("fast"),$(this).html('<i class="fa fa-eye"></i>'))}))}
$('img.ico[src="/img/icons/comments.png"]').each((function(){var t=$(this).attr("title");$(this).removeAttr("title"),$(this).wrap('<a class="tib-popover" href="#" data-content="'+t+'" data-togle="popover" data-placement="top" />')})),$('img.ico[src="img/icons/comments.png"]').each((function(){var t=$(this).attr("title");$(this).removeAttr("title"),$(this).wrap('<a class="tib-popover" href="#" data-content="'+t+'" data-togle="popover" data-placement="top" />')})),$(".tib-popover").popover({html:!0,trigger:"hover",delay:{show:300,hide:300},placement:function(t,e){var o=$(e).position();return o.top>200?"top":o.left<515?"right":o.top<200?"bottom":o.left>515?"left":"top"}}).click((function(t){t.preventDefault()}));var carouselTime=6500;$("div.carousel.slide").carousel({interval:carouselTime}),$(".tib-indicators > img").click((function(){var t=$(this).index(),e;$(this).closest(".carousel.slide").carousel(t)})),setShowResultsListeners($("#container")),addMarksThreads($("#modal-std-write"));
$('a.btn.showhider').click(function(e) {
var showHiderId = $( this ).attr('rel');
if( $('#'+showHiderId).find('iframe').length > 0 ) {
$('#'+showHiderId+' iframe').each(function() {
if ( $(this).attr('src').indexOf('.pdf') > 0 ) {
this.contentWindow.location.reload(true);
}
});
}
});
});
</script>
</body>
</html>