Extended Essay Genetics PORTABLE
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Hi! I chose to do my EE in biology and I really love genetics but my supervisor told me that I can't do my EE on genetics cos I can't do experiments.. I told him that I was also interested in sleep but he said that I can't do something good with sleep. So, could u tell me if there's any experiments I can do with sleep or can u suggest me any other topic cos I really can't find any
I have chosen to do my extended essay in biology, and mainly human physiology. My supervisor suggested the effect of food additives on the body. I am quite interested by that, and I don't need to do an experiment, but do you think that it is a sufficient title and how could I narrow it down also, are there any topics doable in human physiology other than the effect of food additives thank you!
HI, Im only in my fist year of HL bio and they have us starting our extended essays. Im really interested in cancer and genetic diseases, but unsure of what my topic should be and how i would be able to experiment and gather data for it. Im afraid i do not know enough about biology to do a good topic. Any ideas on some topics I can do for my paper that will be in depth enough as well as manageable.
As a rule, anything involving topics like cancer and genetic diseases will involve knowledge and experimental equipment/labs etc. far above that of a school project. Unless you have close links with a University or other research Biology department (I do know somebody who was able to do an EE on genetics this way, via a close friend working in a University, so it's still a possibility if you have the correct connections), you won't be able to get an experiment out of this. It would be best to find something more accessible given the fact you're just in a school lab.
Each year we invite IB alumni to share their experiences, interests and advice with our global community in the graduate voices series. We welcome Diploma Programme (DP) graduate Lim Hui Yuan to share some tips and advice to DP students completing their extended essays after completing her DP education at Hwa Chong International School.
World studies was first proposed by the United World College of Mahindra in 2001 and was eventually set up as an extended essay pilot option in 2005. The development of the world studies extended essay pilot has been underpinned by extensive academic research and development. IB staff have worked closely with both teachers in the pilot schools and Harvard Graduate School of Education, Project Zero Interdisciplinary Studies Project, to develop this exciting extended essay option.
A world studies extended essay must focus on a topic of global significance. This encourages the student to reflect on the world today in relation to issues such as the global food crisis, climate change, terrorism, energy security, migration, global health, technology and cultural exchange.
As the approach is interdisciplinary explaining the topic through the lens of more than one discipline, students should develop a clear rationale for taking an interdisciplinary approach, selecting the IB disciplines through which they plan to explore the topic. The process of researching and writing the world studies extended essay develops international-mindedness and specifically the concept of global consciousness. This concept encompasses three distinct strands:
The duration of human life (longevity) is influenced by genetics, the environment, and lifestyle. Environmental improvements beginning in the 1900s extended the average life span dramatically with significant improvements in the availability of food and clean water, better housing and living conditions, reduced exposure to infectious diseases, and access to medical care. Most significant were public health advances that reduced premature death by decreasing the risk of infant mortality, increasing the chances of surviving childhood, and avoiding infection and communicable disease. Now people in the United States live about 80 years on average, but some individuals survive for much longer.
The siblings and children (collectively called first-degree relatives) of long-lived individuals are more likely to remain healthy longer and to live to an older age than their peers. People with centenarian parents are less likely at age 70 to have the age-related diseases that are common among older adults. The brothers and sisters of centenarians typically have long lives, and if they develop age-related diseases (such as high blood pressure, heart disease, cancer, or type 2 diabetes), these diseases appear later than they do in the general population. Longer life spans tend to run in families, which suggests that shared genetics, lifestyle, or both play an important role in determining longevity.
The study of longevity genes is a developing science. It is estimated that about 25 percent of the variation in human life span is determined by genetics, but which genes, and how they contribute to longevity, are not well understood. A few of the common variations (called polymorphisms) associated with long life spans are found in the APOE, FOXO3, and CETP genes, but they are not found in all individuals with exceptional longevity. It is likely that variants in multiple genes, some of which are unidentified, act together to contribute to a long life.
Whole genome sequencing studies of supercentenarians have identified the same gene variants that increase disease risk in people who have average life spans. The supercentenarians, however, also have many other newly identified gene variants that possibly promote longevity. Scientists speculate that for the first seven or eight decades, lifestyle is a stronger determinant of health and life span than genetics. Eating well, not drinking too much alcohol, avoiding tobacco, and staying physically active enable some individuals to attain a healthy old age; genetics then appears to play a progressively important role in keeping individuals healthy as they age into their eighties and beyond. Many nonagenarians and centenarians are able to live independently and avoid age-related diseases until the very last years of their lives.
Students can base their essays on data or information obtained from literature (secondary studies). However, in this case they should use the data in an original way. Essays that simply restate facts or data taken directly from the sources are of little value.
An essay in the sciences requires is more than just generating and presenting data. Analysis of the data is also essential. The main body of the essay should consist of an argument or evaluation based on the data or information presented. You can gather your own data through a variety of methods, or rely on secondary data. You should use graphs, tables, or diagrams to point out the significance of your findings.
You should ensure that the main body of the essay is well structured and has an obvious logical progression. You can use numbered and headed paragraphs to impose a clear structure. Your evaluation should show that you understand the the data they have collected and its significance to the world. 153554b96e
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