Section 1: Choice and Justification of Title

Details
Name: Alice Poon

DP Subject: Psychology

Title: How many percent of our brains do we actually use?

Framing your idea

Key Concept: Systems
Related Concept(s): Mind, Development, Cognition
Global Context: Scientific and technical innovation
Theme: Psychology; Biological Perspective

Key Questions
Factual Question: What is the 10% Brain Myth?
Conceptual Question: How many percent of our brains do humans actually use? How does the 10%
Brain Myth affect our understanding of the human brain?
Debatable Question: What scientific findings has proven the 10% Brain Myth false? Why is it
important that we debunk the 10% Brain Myth?

Why is your area of focus worthy of investigation? How is your title helping you to investigate
this focus area?
My area of focus is worthy of investigation because my research question has been a
controversial issue for the longest time, even centuries. Although many scientists have said that
humans use all parts of the brain, many people to this day still believe that humans only use 10% of
our brains. Even in the media and entertainment of books, movies and TV shows, there are still
representations of the 10% brain myth. The debunking of this myth signified a huge step in
technological and scientific advancement and research. Therefore, this issue is a very interesting topic
to discuss and investigate about.

Moreover, my research question is also very fitting for the selected global context, Scientific
and technical innovation, as it allows me to understand more about how we use our understanding of
scientific principles to perceive the world we live in, and the impact of scientific and technological
advances on our lives and how we perceive the world. My selected key concept and related concepts
will help me in my investigation process as it narrows down my research question into specific areas.
My global context also helps to make my research question more well-rounded with parts that enables
me to reflect and give my own thoughts to. In addition, my research question corresponds well with
my chosen DP subject, Psychology, in particular, the topics of brain scans, localisation,
neurotransmissions, cognition and so on. This helps to engage with the target audience of my article,
which is most likely students interested in psychology and perhaps biology, and to help me identify my
writing style and area of focus for investigating.
 Criteria Bi formulate a clear and focused research question and justify its
relevance

0 1-2 3-4 5-6 7-8

The student does not formulates a research formulates a research formulates a clear and formulates a clear and
reach a standard question that is clear or question that is clear focused research focused research
described by any of the focused and describes and focused and question and explains question and justifies
descriptors below. its relevance describes its relevance its relevance its relevance
in detail

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Section 2: Action plan

Action Plan
Start Date Action End Date Amendments

3-4-2017 Design research question 10-4-2017 I made slight word changes to my

- Decide on DP subject research question after validating it with
- Decide on topic Mr. Burford, as I wanted to shift the
- Decide on research question focus in my article.
- Decide on theme and area of
focus

7-4-2017 Validate research question w/ 13-4-2017 I was able to validate my research

subject teacher question with Mr. Burford and he also
- Finalise research question gave me some starting points in my
- Decide on key concept, research to include in my article.
related concept(s) and global
context

10-4-2017 Create action plan 13-4-2017

- Keep track of changes

24-4-2017 Conduct secondary research 5-5-2017 I also completed additional secondary

- Utilise sources such as research as I was writing my article,
websites, books, articles etc. mostly to find suitable diagrams and
pictures to include in my writing.

28-4-2017 Conduct primary research 5-5-2017 My primary research - an interview with

- Conduct interview with Ms. a counselor - was conducted as I started
Chan, social worker and writing my essay as it was very difficult
counsellor to plan a time to meet up. Therefore, my
primary research was pushed forward
and delayed in this action plan.

5-5-2017 Plan article content and structure 11-5-2017

- Set word limit
- Split into introduction, body
and conclusion
- Fill in basic content for each
part
11-5-2017 Write article 26-5-2017 Since I was away from 5-13 for my CAS
- Draft -> final trip, I extended this segment of time for
one more week so I had efficient time to
write my article.

26-5-2017 Review article 29-5-2017 I was only able to let one classmate
- Let classmates review article review my article and to receive
- Receive feedback feedback from her because I had used up
- Edit draft according to more time to write my article instead.
feedback However, the feedback she gave me was
generally positive so I didnt have to
heavily edit my draft.

29-5-2017 Evaluation 2-6-2017

Completing my journal is an ongoing process. I will be writing the sections as I write my

article, particularly Section 1 and Section 2 as they have chances to be changed as I am writing.
However, I will be completing Section 3 after finishing my article and reviewing my article with my
classmates and myself.

Criteria Bii formulate and follow an action plan to investigate a research question

0 1-2 3-4 5-6 7-8

The student does not formulates a limited formulates and formulates and follows formulates and
reach a standard action plan to somewhat follows a a substantial action effectively follows a
described by any of the investigate a research partial action plan to plan to investigate a comprehensive action
descriptors below. question or does not investigate a research research question plan to investigate a
follow a plan question research question

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Section 3: Evaluation
Evaluation
I believe that my article, How many percent of our brains do we actually use? was
successfully written and is of great quality. I began my article with an interesting quotation to attract
the audience that slowly led to the discussion of the 10% brain myth, and eventually the main point of
my article. I proved my findings from a range of different perspectives and factors, with the aid of
several pictures and diagrams to make my article look more captivating, along with detailed examples
and explanations. My article also has a clear and appropriate structure and format that is easy to read to
suit my target audience.

I used a wide variety of research methods in order to collect data from as much perspectives as
possible. Not only did I research from different sources such as secondary sources (websites, articles,
pictures) and primary sources (interview with a counsellor), I also looked into research from different
areas of science such as psychologists and neurologists to collect as much perspectives as possible to
further prove my findings. From here, I also displayed my critical thinking, information and media
literacy skills and transfer skills by analysing the information I gathered and communicating them
through my own words in my article. This shows that I have considered a range of perspectives to
form a well-rounded argument on my topic.
 The biggest limitation of my study is that I am unable to verify my findings with my own
methods. Because my research area is about the brain and the way it works, I am unable to complete
my own research to validate my findings, since I do not have access to tools like MRI and PET scans,
and could only rely on secondary research. The only research that I conducted personally was my
primary source, which was an interview with a counsellor who helped prove my investigation from a
psychologists perspective. Another limitation is that my research question is ultimately more factual,
and is an area that has been researched countless of times, resulting my article to become less unique
and analytical on my own part.

Concerning my time management during this project, I think I did quite a good job at balancing
and managing the different things I had to complete and completing them in time. I think that because
of the schools schedule this year, it was a bit challenging to work out the time frame for this work
because of disruptions like CAS trips, IDU week and SAW. However, I still managed to create an
appropriate action plan and completed my work in time.

If I could do this project again, I would make several changes to my work. One major change
would be modifying my research question so that it is more debatable instead of focusing on being
factual, as it could allow more primary research for my own findings. Like mentioned previously, the
biggest limitation of my study was that I was unable to research my own findings as I could not
acquire the technology needed. Therefore, I would modify my research question into a more primary
research-based and debatable question so that I could do my own actual investigation. This would
make the article more personal and experiential through my own findings.

Another change I could make is to modify the style of my article. I think my article was more
of a review of research I have found. This is mostly caused by my lack of personal investigation, but it
was also due to the tone that I had written in. I could have written with more personal style, as well as
creating a more casual atmosphere to the text. This can enhance the effectiveness of my
communication with my target audience through my writing.

Concerning the development of ATL skills and learner profiles, I was able to grow as a risk-
taker and to step out of my comfort zone to collect first-hand data from an interview. I also became
more of an inquirer, thinker and became more knowledgeable. My information and media literacy
skills have improved thoroughly, as I had to interpret, analyse, process, and effectively and ethically
evaluate and use the research I found from a variety of different sources. My critical thinking and
transfer skills have also been refined through this project, which can also be seen when I had to
communicate my findings into my written article.

Overall, this project has enabled me to develop as an IB learner. Not only did I get a chance to
investigate into a topic that I was extremely interested in, I was also able to gain extensive knowledge
the topic and improvements on research methods/techniques and article writing.

Criteria Biv evaluate the process and results of the investigation.

0 1-2 3-4 5-6 7-8

The student does not makes a limited evaluates some aspects evaluates the process thoroughly evaluates
reach a standard evaluation of the of the process and and results of the the investigation
described by any of the process and results of results of the investigation. process and results.
descriptors below. the investigation. investigation.

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 Criteria Marked in Article
Description 0 1-2 3-4 5-6 7-8
Aii demonstrate The student does demonstrates basic demonstrates demonstrates demonstrates
knowledge and not reach a knowledge and adequate substantial detailed knowledge
understanding of standard understanding of knowledge and knowledge and and understanding of
subject-specific described by any content and understanding of understanding of content and concepts
content and of the descriptors concepts with content and content and through thorough,
concepts through below. minimal concepts through concepts through accurate
developed descriptions and/or satisfactory accurate descriptions,
descriptions, examples. descriptions, descriptions, explanations and
explanations and explanations and explanations and examples.
examples. examples. examples.
Ci communicate The student does communicates communicates communicates communicates
information and not reach a information and information and information and information and
ideas effectively standard ideas in a limited ideas satisfactorily ideas accurately ideas effectively and
using an described by any way, using a style by using a style by using a style accurately by using
appropriate style of the descriptors that is limited in that is somewhat that is mostly a style that is
for the audience below. its appropriateness appropriate to the appropriate to the completely
and purpose to the audience and audience and audience and appropriate to the
purpose purpose purpose audience and
purpose
Cii structure The student does structures structures structures structures
information and not reach a information and information and information and information and
ideas in a way that standard ideas according to ideas in a way that ideas in a way that ideas in a way that is
is appropriate to described by any the specified is somewhat is mostly completely
the specified format of the descriptors format in a limited appropriate to the appropriate to the appropriate to the
below. way specified format specified format specified format

Ciii document sources The student does documents sources sometimes often documents consistently
of information not reach a of information in a documents sources sources of documents sources
using a recognized standard limited way. of information information using of information using
convention. described by any using a recognized a recognized a recognized
of the descriptors convention. convention. convention.
below.
Di discuss concepts, The student does analyses concepts, analyses concepts, discusses completes a detailed
issues, models, not reach a issues, models, issues, models, concepts, issues, discussion of
visual standard visual visual models, visual concepts, issues,
representation and described by any representation and representation and representation and models, visual
theories of the descriptors theories to a theories theories representation and
below. limited extent theories
Dii synthesize The student does summarizes summarizes synthesizes synthesizes
information to not reach a information to a information to information to information to make
make valid, well- standard limited extent to make arguments make valid valid, well-
supported described by any make arguments arguments supported
arguments of the descriptors arguments
below.
Div interpret different The student does identifies different interprets interprets thoroughly
perspectives and not reach a perspectives and different different interprets a range
their implications. standard minimal perspectives and perspectives and of different
described by any implications. some of their their implications. perspectives and
of the descriptors implications. their implications.
below.
 Bibliography:

Websites:
"The Myth: We Only Use 10% of Our Brains." We Only Use 10% of Our Brains - The Psychology Of.
Haverford College, n.d. Web. <https://sites.google.com/a/haverford.edu/the-psychology-of/invited-
talks-seminars-conferences/we-only-use-10-of-our-brains>.
Boyd, Robynne. "Do People Only Use 10 Percent of Their Brains?" Scientific American. Scientific
American, 07 Feb. 2008. Web. <https://www.scientificamerican.com/article/do-people-only-use-10-
percent-of-their-brains/>.
Brdey, Christina. "Does 90 Percent of Our Brain Go Unused?" The Michael J. Fox Foundation for
Parkinson's Research. The Michael J. Fox Foundation for Parkinson's Research, 17 July 2014. Web.
<https://www.michaeljfox.org/foundation/news-detail.php?does-90-percent-of-our-brain-go-
unused>.
Campbell, Celeste. "What Is Neuroplasticity?" Brainline. Brainline, n.d. Web.
<http://www.brainline.org/content/2009/02/ask-expert-what-neuroplasticity.html>.
Hammond, Claudia. "Do We Only Use 10% of Our Brains?" BBC. BBC, 13 Nov. 2012. Web.
<http://www.bbc.com/future/story/20121112-do-we-only-use-10-of-our-brains>.
Jarrett, Christian. "All You Need To Know About the 10 Percent Brain Myth, in 60 Seconds."Wired.
Conde Nast, 24 July 2014. Web. <https://www.wired.com/2014/07/everything-you-need-to-know-
about-the-10-brain-myth-explained-in-60-seconds/>.
Radford, Benjamin, Barry L. Beyerstein, Robynne Boyd, and Eric Chundler. "The Ten-Percent Myth."
Cuyamaca College. N.p.: n.p., n.d. Rpt. of "The Ten-Percent Myth, Do We Really Use Only 10
Percent of Our Brains?, Do People Only Use 10 Percent Of Their Brains?, Myths About the Brain:
10 Percent and Counting." (2011): n. pag. Web. <https://www.cuyamaca.edu/people/jr-jones/intro-
psych/10_Percent_Myth_Articles.pdf>.

Pictures:
Brain Composition and Bipolar Disorder. Digital image. Brain Matters Imaging Centers. Brain
Matters Imaging Centers, 2007. Web.
<https://media.licdn.com/mpr/mpr/shrinknp_800_800/AAEAAQAAAAAAAAPzAAAAJGYxMTc3Z
GYyLWUyNTUtNDg4Yy1iN2Q5LWM1YTdlNjgzNjgxYQ.jpg>.
Phelps, Michael E., and John Mazziotta. PET Scan Brain. Digital image. UCLA School of Medicine.
UCLA School of Medicine, n.d. Web. <https://kaiserscience.files.wordpress.com/2015/01/pet-scan-
brain.gif>.
Plan:
Introduction (300 words)
The media representation of the myth
The origin of the myth
The influence of the myth

Body Content (800 words)

Debunking the myth from different focuses
The importance and usage of the brain
Results from MRI scans -> misunderstanding of neurological research in the past
Brain trauma and damage
Mental illnesses and disorders

Conclusion (200 words)

Summarising previous points
Why it is important to disprove these myths