Focus the object
Define the object, dataset, time period, variable or mathematical structure as precisely as possible.
Topics 601 to 625 with explanations, methods, course and equipment guidance.
The list mixes calculus, statistics, modelling, geometry, number theory, computer science, sport, environmental topics and other areas. Each entry includes a short explanation and visible methods such as differential calculus, integral calculus, statistics or regression.
Select an idea. Titles and areas are starting points, not finished research questions.
Check A and C. These codes give an initial indication of assessment type, course and level.
Read P, M and S. They show possible independent direction, tools, and safety or data-protection needs.
| No. | Topic idea | A | C | P | M | S |
|---|---|---|---|---|---|---|
| 601 | Batteries and energyWi-Fi versus mobile data Transfer the same amount of data or stream the same content over Wi-Fi and mobile data. Use paired measurements on the same device. |
3 | 9 | 181112 | 35 | 2 |
| 602 | Batteries and energyRefresh rate and energy consumption Compare battery loss at different screen refresh rates while keeping displayed content and brightness constant. |
3 | 9 | 11112 | 57 | 2 |
| 603 | Batteries and energyLocal AI computation and battery load Run a fixed number of local AI inferences using models of different sizes. Compare energy per inference, runtime, and device temperature. |
3 | 9 | 1361112 | 235620 | 2 |
| 604 | Batteries and energyPower-bank efficiency Measure input and output energy at different load currents. Determine the load at which efficiency is greatest. |
3 | 9 | 11112 | 25 | 2 |
| 605 | Sound and acousticsSpeed of sound in air and temperature Determine travel time between two microphones or by echo at several temperatures. Compare linear and square-root-type models. |
3 | 9 | 131112 | 369111220 | 0 |
| 606 | Sound and acousticsSpeed of sound in water and temperature Use waterproof transmitters and receivers in a container of constant length. Because of the more demanding measurement, this topic is especially suitable for an EE. |
3 | 2 | 16101112 | 1391216 | 1 |
| 607 | Sound and acousticsSalinity and sound speed Measure the travel time of an acoustic or ultrasonic signal through solutions with different salt concentrations at constant temperature. |
3 | 9 | 131112 | 369111216 | 0 |
| 608 | Sound and acousticsHumidity and speed of sound Vary humidity in a controlled experimental space without human exposure in a sealed environment, while simultaneously controlling temperature. |
3 | 9 | 161112 | 3691218 | 0 |
| 609 | Sound and acousticsTube length and resonance frequency Measure resonant frequencies of open and one-end-closed tubes of different lengths. Investigate the relationship between frequency and inverse tube length. |
3 | 9 | 11112 | 16916 | 0 |
| 610 | Sound and acousticsWater level in a bottle and pitch Vary the air or water volume in identical bottles. Compare different geometric models for the resulting frequency. |
3 | 9 | 161112 | 13691620 | 0 |
| 611 | Sound and acousticsMaterial and sound attenuation Place materials of different types and thicknesses between a speaker and microphone. Model attenuation in decibels as a function of thickness and frequency. |
3 | 9 | 181112 | 691120 | 0 |
| 612 | Sound and acousticsFurnishing and reverberation time Measure room reverberation time with different amounts of absorbing material. Compare measurements with an acoustic room model. |
3 | 9 | 1361112 | 6920 | 0 |
| 613 | Magnetic fields and electromagnetic inductionMagnetic field strength and distance Measure magnetic-field strength along a fixed axis at increasing distances. Determine the exponent of a power model. |
3 | 2 | 1101112 | 151720 | 1 |
| 614 | Magnetic fields and electromagnetic inductionMagnetic-field component and angle Rotate the sensor in fixed angular steps relative to the magnet. Test whether the measured field component follows a trigonometric model. |
3 | 2 | 1101112 | 1520 | 1 |
| 615 | Magnetic fields and electromagnetic inductionNumber and spacing of magnets Compare stacked magnets and magnets separated by different gaps. Investigate field strength and spatial uniformity. |
3 | 2 | 16101112 | 1517 | 1 |
| 616 | Magnetic fields and electromagnetic inductionMaterial between magnet and sensor Place equal-thickness layers of plastic, aluminium, steel, or other materials between magnet and sensor. Investigate changes and redirection of the field. |
3 | 2 | 138101112 | 25 | 1 |
| 617 | Magnetic fields and electromagnetic inductionCurrent and magnetic field of a coil Vary the current through a fixed coil within safe limits. Measure the magnetic field at the centre and at several external points. |
3 | 2 | 1101112 | 517 | 1 |
| 618 | Magnetic fields and electromagnetic inductionNumber of turns and magnetic field Build coils of equal length with different numbers of turns. Keep current constant and investigate the relationship with field strength. |
3 | 2 | 12101112 | 15121720 | 1 |
| 619 | Magnetic fields and electromagnetic inductionMagnet speed and induced voltage Move the same magnet through a coil at different speeds. Compare peak voltage and total voltage–time area. |
3 | 2 | 1101112 | 5612 | 1 |
| 620 | Magnetic fields and electromagnetic inductionEddy-current braking and magnet distance Allow a magnet to swing past an aluminium or copper plate. Model oscillation decay time as a function of separation distance. |
3 | 2 | 1101112 | 15620 | 1 |
| 621 | Mobile reception, Wi-Fi, and radio attenuationWi-Fi signal strength and distance Measure signal strength along a straight line with clear line of sight. Fit a logarithmic distance model and examine residuals. |
3 | 6 | 11112 | 1131720 | 1 |
| 622 | Mobile reception, Wi-Fi, and radio attenuationWall material and signal attenuation Compare wood, glass, plasterboard, brick, and concrete under similar geometry. Calculate additional loss relative to a clear line of sight. |
3 | 2 | 18101112 | 2 | 1 |
| 623 | Mobile reception, Wi-Fi, and radio attenuationMaterial thickness and signal attenuation Stack several identical panels or layers. Test whether loss in decibels increases approximately linearly with thickness. |
3 | 9 | 131112 | 3 | 1 |
| 624 | Mobile reception, Wi-Fi, and radio attenuationWet and dry material Compare controlled wet and dry samples of the same material. Record mass, moisture level, and signal loss. |
3 | 9 | 11112 | 218 | 1 |
| 625 | Mobile reception, Wi-Fi, and radio attenuationDevice orientation and hand position Rotate the smartphone through fixed angles or change a standardized hand position. Analyse the mean and variation of signal strength. |
3 | 6 | 181112 | 131117 | 1 |
No topic ideas match this combination.
The table stays narrow on a phone by replacing long descriptions with numeric codes. Entries may contain several P and M codes.
The table is designed to speed up the first step. The actual research question emerges through focus, mathematical choice and critical checking.
Define the object, dataset, time period, variable or mathematical structure as precisely as possible.
Decide which models, proofs, statistical procedures or optimisation steps can genuinely answer the question.
Use your own data, comparisons, modelling choices, extensions or proof ideas rather than reproducing a standard procedure.
Examine assumptions, sources of error, data quality, model limitations, safety and possible improvements.
The P codes indicate possible ways to shape an investigation independently. Independent thinking becomes visible through justified decisions, appropriate data selection, personal model variants, meaningful comparisons and critical reflection. A code does not guarantee a particular mark.
Review the IA requirementsNo. They name a possible direction. A question for assessed work must be focused more narrowly, matched to the course and level, and connected to a clear mathematical method.
The broad direction could be developed as an IA or Mathematics EE, depending on focus and depth. An EE will normally require a substantially deeper mathematical argument and an appropriate research scope.
No. C is editorial guidance for Mathematics AA or Math AI and SL or HL. Final suitability depends on the specific research question and the current requirements.
No. M indicates typical or possible tools. Many topics can use open data, a spreadsheet, CAS, GeoGebra, Desmos or Python. Adapt the topic to resources that are genuinely available.
Prefer anonymised or publicly available secondary data. Original data collection needs consent, data protection, school approval and a low-risk method. Diagnosis, medication changes and invasive self-experimentation do not belong in a Mathematics project.
The same 900 entries are available as plain text and bilingual JSON for search, accessibility and AI systems.
The catalogue complements the PreLearning explanations. Current official IB documents and the school's instructions remain authoritative.