IB CHEMISTRY SCIENTIFIC INVESTIGATION

Scientific Investigation support that strengthens the student’s own work

Learn how to turn a chemical question into a defensible investigation—through research design, quantitative evidence, uncertainty, interpretation and critical evaluation.

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Teaching and feedback only · No writing assessed work for the student · No fabricated results or mark guarantees

Márió Széles, specialist IB Chemistry tutor

UCLFirst-Class Honours

Doctoral researchMedicinal chemistry

6 yearsVerified teaching experience

OnlineAvailable nationwide

Current Scientific Investigation offer

IB Chemistry Scientific Investigation

IB Chemistry Scientific Investigation is a ten-week programme for research design, data analysis, conclusion and evaluation.

Total tuition₫4,900,00011 places available · Requests open

Level: Standard Level + Higher Level
Starts: 15 Oct 2026
Duration: 10 weeks
Contact time: 30 hours
Format: Online group · nationwide
Schedule: Schedule to be agreed later, based on student availability.

Course reservationDeposit: ₫1,000,000Remaining tuition: ₫3,900,000Cohort confirmation: 17 Sept 2026Balance due: 24 Sept 2026

If the student or parent is not satisfied after the first week, 100% of the amount paid will be refunded, with no reason required.

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This support is likely to fit if…

The student is choosing or refining a focused Chemistry research question
A method needs clearer variables, controls, range or replication
Data processing, uncertainty or graph choices are not yet defensible
The conclusion and evaluation need stronger links to evidence and Chemistry

WHAT SUPPORT COVERS

From question design to critical evaluation

Each stage is taught as a scientific decision. The student should be able to explain why a variable, measurement, calculation or limitation matters—not simply copy a template.

Research-question development and chemical context

Experimental design, variables, controls, range and data-collection strategy

Data processing, uncertainty, graphs and interpretation

Conclusions, limitations, evaluation and scientifically justified improvements

HOW MÁRIÓ TEACHES

Diagnose. Understand. Apply. Track.

Each cycle creates new evidence for deciding what the student should do next.

1
Diagnose
Identify the decision currently blocking progress and the evidence already available.
2
Understand
Teach the chemical or measurement principle needed to make that decision.
3
Apply
Ask the student to apply it to their own design, processing or interpretation.
4
Track
Give feedback on reasoning and record the next student-owned revision task.

Márió Széles teaching Chemistry to a student

MEET MÁRIÓ

Research guidance grounded in real chemical practice

Márió Széles graduated with First-Class Honours in Natural Sciences from University College London and pursued doctoral research in medicinal chemistry in Germany.

Márió’s medicinal-chemistry research experience informs the way he discusses controls, evidence quality, uncertainty and defensible claims. Support stays firmly within appropriate academic-integrity boundaries.

In a lesson, the student explains choices, tests the method on a new question and uses feedback to define the next priority.

Read Márió’s full background →

THE LEARNING EXPERIENCE

Students know what to do; parents know what is being tracked.

The live lesson is one part. Assignments, deadlines, feedback and priorities stay together in the learning space.

The student receives

Research-question development and chemical context
Targeted assignments and worked explanations
Feedback reviewed directly by Márió
Timetable, deadlines, personal error log and next priorities

A parent can see

Attendance and assignment completion
Current strengths, weaknesses and recurring errors
A concise explanation of the current priority
Progress information at appropriate checkpoints

A CONCRETE EXAMPLE

Useful feedback identifies a decision—not a sentence to copy

The point is to show how the reasoning changes, not make a vague claim about teaching quality.

STARTING POINT

“The result may be inaccurate because of human error.”

DEVELOPED REASONING

Identify a specific limitation, explain the direction or size of its likely effect where possible, and propose a feasible improvement linked to the measurement process.

Chain: measurement limitation → effect on evidence → justified improvement

FREQUENT QUESTIONS

What to know before enquiring

Will Márió write or rewrite the investigation?

No. Tuition develops the student’s decisions and reasoning. Feedback can identify weaknesses and questions to address, but the assessed text remains the student’s own work.

Can support begin before data collection?

Yes. Early support can be especially useful for checking whether the research question, variables and data strategy can produce interpretable evidence.

Are marks guaranteed?

No. Assessment belongs to the school and IB processes. The service teaches scientific reasoning and gives ethical feedback; it does not promise a particular mark.

ChemistryTutor.vn

Need to make the next investigation decision clearly?

Share the student’s current stage and immediate obstacle. Márió will confirm whether the current programme or individual support is the more appropriate format.

Request a place Ask about Scientific Investigation support