One of the changes to both RPA and RPB is the change to requiring students to design a question rather than a topic as in the previous version of the course.
This change was made after extensive research in which results of students from previous years were analysed it was found that most, of the students who achieved As, A+s and Merits had designed and refined their topic into a question. The students receiving lower grades had generally chosen a topic (e.g. History of the AFL, Teenage Depression, Knee Reconstructions, Being a vegetarian). So it was decided to make a question compulsory and share the secret of success with all students.
Usually student s will start with an initial idea which is a general topic but they need to refine it to a question – probably best this is done before completion of the folio. It is an ongoing process.
All of the performance standards refer to a question – not a topic in the new subject outline (e.g. P1 Consideration and refinement of a research question).

Be empowered to say no if you are at all uncomfortable with the topic (e.g. anorexia, depression, suicide, burlesque dancing, bikie gangs etc). Check with you school leadership team if in doubt because the context of the school, the age of the students etc may impact on what is acceptable. e.g. an adult re-entry school might be more flexible than a school where students are completing the RP in Year 11 and may be 16 or 17 years old.

There are some topics that you would say no to straight away but other times you need to consider the individual student e.g. depression, anorexia etc.

This year’s Chief Assessors report states the most successful students do topics which hold “personal significance, enabling them to extend the scope of the research and outcome and reflect with more depth and insight”.

So in the spirit of the RP it is best to let students pursue their interests. Do not dismiss topics outright (even though we would like to in some cases) but find ways to reword the topic into something acceptable.
If a student wants to study vampires, chickens, cakes, aliens or superheros try to brain storm a question that could work - that has potential.

Through refinement of a question most topics can result in something worthwhile.

A question that allows a student to research multiple perspectives, different answers or opinions because that then gives the student a chance to analyse and synthesize the information to come up with their own informed opinion/answer.

AVOID
What questions e.g. What is a cyclone?
Questions that are too broad e.g. What is the history of the AFL?
Questions that confirm a student’s perceptions e.g. Why should men be able to have more than one wife? Or Why are women inclined to buy expensive perfume? - change to How reliable is the cost of perfume in determining quality?
Questions that are self-evident or that students already know the answer to. E.g. How do you play World or War Craft?

refine the question
e.g. specific geographical location - local= local experts, easier research
How effective are the mental health services for adolescents in Murray Bridge?
How has the Kersbrook football club remained strong when so many other local football clubs have folded?
e.g. A specific historical time frame - History of AFL - How effective were the concussion rules introduced in 2013 at improving player well being?
e.g. A specific theme or context
e.g. A specific purpose – How can I design wooden outdoor chair to survive the Australian climate conditions?
e.g. for a specific section of the population – How can I design a surfboard for female surfers surfing in the conditions at Middleton Beach?
How can I teach a group of 70 year olds from… Nursing Home to use twitter?

Is it researchable?
Are multiple sources available?
Are sources with diverse opinions available?
Can the information be accessed?

Finally - Use the Performance Standards? Check that the question allows access to an A. Can students demonstrate highly resourceful development that requires a range of research processes or only satisfactory development?

What would you choose if you had the luxury of spending 60 hours researching something you are really interested in?

A couple of years ago a student challenged me in an email. They complained that they could not think of a topic and asked what I would do if I was 'forced' to do the research project so I brainstormed my ideas and it was really useful to do the activity myself.

What would you choose and why? This is a good way to inspire or start your students off on their RP by modelling the choice of a topic yourself.

I came up with:
How accurate are erupting volcano warnings?

What is the treatment with the least severe side effects for blood platelet illnesses? (Even though this is a 'what' question because there are a range potential answers that need to be evaluated it does require analysis to answer.

How can maths help me win Super coach?

How accurately does the Baz Luhrmann film, The Great Gatsby, represent the clothing fashions of the 1920s?

In the holidays I was disturbed by the Dallas Game big game hunting club auctioning a chance to kill a rhino (one of only 5000 left in the wild). This inspired me to write and complain (got no response)and sign petitions but a good question - How effective is signing a petition to initiate change?