Bishup

Read Proust.

You essentially want to waste a year to avoid doing the SATs, but are not entirely conscious of the fact that you will still have to do them? Why don't you just spend a year studying for them? You could also combine this with an attempt to set a Guinness World Record, like most past SAT papers done or least logical gap year choice or something!

I've always wanted to set a Guinness World Record..

Think about it in terms of electrons and elements. Carbon is neutral with four electrons; Oxygen is neutral with 6 electrons. The carbonate ion overall has a -2 charge, meaning it must have 20 electrons in total. Carbon is the central atom and it tends to form four bonds, that is, bonds totalling eight electrons - this will become easier to see with organic chemistry, but it's something that just needs to be learned I guess. Then if you have to have 8 electrons around the carbon distributed in three oxygens, and still account for a -2 charge, you can sort of use this process (draw it out on paper to make more sense of it):

Imagine each oxygen forming a single bond with the carbon. You get 3 bonds and 7 electrons only for the carbon, which wants 8; each oxygen then also has 7 electrons. Except you have two extra electrons (it's a -2 ion) which you can add to any two of the oxygens, one each. Then you have two oxygens with 8 electrons and a -1 charge (because of the additional electrons not matched by protons), and one oxygen with 7 electrons only. Clearly this oxygens needs to form a double bond, with four electrons - two from the oxygen, two from the carbon (the second bond involves a single additional electron from the carbon). Now you have two single bonds, one double bond; each atom has 8 electrons around it in the Lewis structure so they're "happy" (did your teachers use that to explain how this works?) - and two of the oxygens have a -1 charge.

In practice the double bond can be with either of the oxygens - resonance structures - so the electrons get delocalized, creating an effective -2/3 charge on each oxygen and a more stable molecule than might be expected. The bond lengths are somewhere between single and double, and the molecule is symmetric. For the lewis structure part of the syllabus though you only need to be able to draw these structures, and the main thing this involves is working it out. Set out the facts that have to be accounted for and work out the explanation - if all else fails, try again. It gets easier with practice!

You have to make sure you actually understand it..trust me if you understood it well, the memorizing part comes automatically.
So do you understand it? Here's my explanation of Replication, Transcription and Translation for another member on this forum, read it carefully and see if you understand it all. If there's absolutely anything in my explanation that doesn't make sense or you need clarification of please ask. Like I said, it's the understanding part that's hard.

Also, for revision you need to figure out the parts that you find difficult, I am sure you understand some of it. So what is it exactly? The enzymes? What comes first and what comes second..?..etc.

Anyways, here's a topic you can ask any questions in.

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

*TOPIC 7 -- DNA replication, transcription and mRNA translation*

Alrighty, if you understand the SL then there isn't much more, but I'll go over both together.

DNA Replication- 7.2.1-2:

• DNA Helicase enzyme uncoils DNA double helix by breaking hydrogen bonds between bases. The seperated strands are called template strands.
  
• Since Replication normally happen in 5' to 3' direction, DNA POLYMERASE III starts adding nucleotides*(with complementary bases) in that direction, which is towards the replication fork(another name for the point at where helicase is working).
  
• On the other strand, which is 3' to 5', the replication process can't take place normally, as it needs to go in the opposite direction (to work 5' to 3').
  
• RNA PRIMASE starts binding some lengths of RNA (with complementay bases) in that strand.
  
• These lengths are called 'primers' and they give the starting point for DNA POLYMERASE III to bind to it and be able to work 5' to 3' (opposite direction).
  
• Once it binds, DNA Polymerase III starts the replication from the primers(adding nucleotides).
  
• As DNA POLYMERASE IIIreplicates the strand, DNA POLYMERASE I works on removing the primers and replacing them with nucleotides.
  
• On this strand, with all the different things happening to it, there will be small gaps(nicks) between the section replicated. (a gap of 2 nucleotides).
  
• To fix this, DNA Ligase puts a sugar-phosphate bond in between to fill the gap.

*The cell always produces nucleotides that are free floating in the cell. They are usually triphosphates. When replication starts, 2 phosphates are removed in order to release energy.

So the enzymes used are:

• DNA polymerase III: carries out replication.
  
• DNA polymerase I: Replaces RNA primers with DNA molecules.
  
• RNA Primase: as the name suggests, it adds the primers on the 3' to 5' strand.
  
• DNA Ligase: Seals up the gaps left on the 3' to 5' strand.
  
• DNA helicase: unwinds helix.

DNA TRANSCRIPTION- 7.3.1-3:

You know that this is the process by which mRNA is produced from the DNA so it is translated into a protein.

• RNA polymerase bind on DNA on the 'promoter region' and unwinds the double helix into two strands. One is called sense strand and the other anti-sense strand. the anti-sense strands is the template by which mRNA is going to be formed.
  
• Free floating complementary nucleosides(with triphosphates) are added onto the anti sense strand by RNA polymerase.
  
• Once the nucleosides are added, two phosphates are removed and we have a nucleotide instead. It forms covalent bonds between the nucleotides.
  
• RNA polymerase works on this in a 5'-3' direction.
  
• After the required region is transcribed, the end of the RNA polymerase rewinds the helix.

The mRNA produced here is sometimes called 'pre mRNA'. This because it contains introns which are interveing sequence of nucleotides that dont seem to have a reason why they'er there just yet. These introns are removed are the pre mRNA is now called mRNA or mature mRNA.



Translation- 7.4.3
Translation consists of:

Initiation:

• First tRNA is bound to the small ribosome subunit in the A site. This tRNA has the complementary base to the start codon (AUG).
  
• The small sub unit then binds to the mRNA and move along in 5' to 3' direction until it reaches AUG.
  
• At that point, the large sub unit binds.
  
• A second subunit with codon complementary to the second codom on the mRNA binds in the P site.

Elongation:

• The two tRNA with the amino acid on each allow a peptide bond to form between the two amino acids.
  
• The amino acids then break their bond with the tRNA.
  
• As this happens, the first tRNA moves along to the E site of the ribosome and the second to the P site and so allowing a third one to bind.
  
• Once the third one binds, the first is immediatly released. And so on.
  
• As the ribosome slides along the mRNA and the peptide bonds forming between amino acids, the polypeptide chain is growing.

Termination:

• When the ribosome reaches the codon UGA on the mRNA, translation stops.
  
• This is because there isn't a tRNA with the complementary codon, so the two subunits seperate.
  
• This causes the last tRNA to detach from the ribosome along with the polypeptide chain breaking off it.

Note that there are two different types of ribosomes:

• One that is found free, in which case it forms polypeptides to be used inside the cell it self.
  
• The other is bound on the Endoplasmic Reticulum which forms polypeptides that will be exported out of the cell or used by the lysosomes.

The Shawshank Redemption. Great story, great actors and the greatest ending of all time.

Drake, on Oct 31, 2010 - 21:03, said:

Hey Drake, sorry for not answering before. When you are working at a constant pressure Q_p (meaning Q at a constant pressure) = ∆H.
Demonstration)
H = E + PV (2nd law of T.D)
so:
∆H = ∆E + ∆PV (I)
E is the internal energy of the system which is equal to: Q + W (heat + work)
∆E = Q_p - P∆V (II) (we are assuming pressure is constant)
∆H = ∆E + P∆V (I took P as a common factor)
By replacing ∆E from eq. II in eq I:
∆H = Q_p - P∆V + P∆V
=> ∆H = Q_p
This is derived from the 2nd law of Thermodynamics. I'm not sure if I have cleared your thoughts, be sure to ask again if you didn't understand. The units of ∆H will depend upon the heat capacity you use: specific heat capacity will result in joules per units of mass while molar heat capacity will result in joules per moles.

I haven't seen any IA tips around so I guess I would share some tips gathered from my Mathematics HL teacher's suggestions, some IBSurvival members' suggestions, my own knowledge and my own experiences.

---

Cover Page

Unless this is set by your school, I recommend that your cover page includes:
• School Name (e.g. Sekolah Tiara Bangsa – ACS)
• School Crest, if available
• Subject & Level (e.g. Mathematics HL)
• Portfolio Type (e.g. Portfolio Type I)
• Portfolio Title (e.g. Patterns Within Systems of Linear Equations)
• Candidate Name (e.g. Desy Kristianti)
• Candidate Number (e.g. 001863-002)
• Examination Session (e.g. May 2012)

Header and Footer

I recommend that your Header includes:
• Candidate Name (e.g. Desy Kristianti)
• Candidate Number (e.g. 001863-002)
• Subject & Level (e.g. Mathematics HL)
• Portfolio Type & Title (e.g. Portfolio Type I – Patterns Within Systems of Linear Equations)

I recommend that your Footer includes:
• Page number in "Page X of Y" format (Page 3 of 20)
• (Note that your cover page is not included in the page number)

Formatting

I recommend that you have the following formatting:
• Font : Times New Roman or Arial
• Font Size : 12 or 11 respectively
• Font Colour : Black (Automatic)
• Line Spacing : 1.5 lines
• Alignment : Justified
• All variables and constants typed using the Equation feature in Ms. Word
• The portfolio should be printed in colour

Introduction

I recommend you to do the following in your introduction:
• Define some terms where appropriate (e.g. define Stellar Numbers). If you do not come up with the definitions by yourself, citations should be included as footnotes.
• Introduce the problem in the task
• Briefly describe what your portfolio is all about
• Mention the purpose of the portfolio
• Name the software or program(s) that you are going to use
• Include a logo of all the software or program(s) used (e.g. Figure 1)

Figure 1 Autograph

Body

I recommend you to do the following in your portfolio:
• Answer all the questions in the order of how the questions are presented in the task sheet. However, do not write your portfolio in question-answer form. There should be a nice flow throughout your portfolio.
• Define relevant variables clearly. Usually x∈ℤ or x∈ℝ. If x∈ℝ and you are asked to put in different values of x, try all possible kind of constants such as:

• Integers (e.g. −12, 0, 23)
• Fractions (e.g. −13/19, 1/2, 21/4)
• Surds (e.g. −√2, (√5)/7, √(10⁷) )
• Logarithm (e.g. − log₅ 8.5 , (log 9)/6 , ln 4)
• Pi (e.g. − 2π  ,5/π , 7.3π³)
• Trig functions (sin 2π ,−tan 100° , 2 cos² 45° , cot 35°)
• Euler's number (e.g. − e, 2e/9 , 6.8e²)
• Complex number (e.g. √(-7), 3.8+4i)

• Explain what you are going to do before performing a calculation
• Show all the relevant steps for calculations. Any calculation performed should be shown.
• Calculate everything using your calculator except for rudimentary calculations
(e.g. use calculator to find the inverse of a matrix but do not use calculator to calculate 2+3)
• If you are using a calculator, put a screenshot showing just the part showing the mathematics. You do not need the program interface. These figures should be big enough that it is readable by unaided eyes but not too big.
• Use mathematical notations and terminologies where appropriate (e.g. arithmetic sequence, discriminant, augmented matrix, asymptote, infinity, etc.)
• Use a graphing software to plot graphs
• Use different colours if you plot more than one function on the same set of axes. Indicate clearly which function is which colour. Legends should be put on the same page with the
graph.
• Put the graph and the caption on the same page. If you need to rotate the graph, rotate the caption too so that the examiner know how they should see the graph.
• Do not describe step by step how to plot the graph using your graphing software. Instructions on how you got the graphs you got are not necessary, as what the examiners
are focusing on is your mathematical process, not the tools you used for the process. Just describe briefly what you are doing with that software.
• If you are asked to develop a model function, develop any of the following:

• Linear
• Quadratic
• Cubic
• Exponential
• Logarithmic
• Sinusoidal

• Write in third person. Do not use I, YOU and WE.
• Go the extra mile, if possible
• A good portfolio should be 16-28 pages long

Conclusion

I recommend you to do the following towards the end of your portfolio:
• Tell them that this is the end of your investigation
• Conclude your answers in 1-3 sentences
• Mention the software or program(s) used in bullet points

---

Calculator

I recommend you to use any of the following software or program(s):
• TI-Nspire Student Software (http://education.ti..../detail?id=6768)
• Any Graphic Display Calculator that you have

Graphing Software

I recommend you to use any of the following graphing software or program(s):
• Autograph (http://www.autograph-maths.com/)
• GeoGebra (http://www.geogebra.org)
• TI-Nspire Student Software (http://education.ti..../detail?id=6768)
• Wolfram Mathematica (http://www.wolfram.c...atica/features/)
• Microsoft Excel
• Winplot (http://math.exeter.e...is/winplot.html)
• Graphmatica (http://www8.pair.com/ksoft/)

Some other graphing software or programs you could possibly use:
• GraphCalc (http://www.graphcalc.com)
• Graphing Calculator 3D (http://calculator.ru...ing-calculator/)
• Logger Pro (http://www.vernier.com/soft/lp.html)
• Maxima (http://maxima.sourceforge.net)
• Fung-Calc (Linux only) (http://fung-calc.sourceforge.net)
• Graph (http://www.padowan.dk/graph/)
• Graphical Analysis (http://www.vernier.com/soft/ga.html)

---

that is all from me. the full version of the tips is available in this file and there are also details of the assessment criteria in that file.

if you guys have any other tips please post them below thank you!

Reading, Notetaking and Knowing in History

The following information was given to me by my HL History professor who is also an annual IB grader for History and it is also my own advice that I use all of the time fr my History HL class. These are the major tips my professor has given my classmates and I on creating class-notes and study-notes from books,historiography, etc. that are incredibly organized and the methods aim at reaching each type of persons study-style and note-taking style. I hope this is beneficial. It really helped me.

Quick Tips to Utilize:

• Dividing notes

• Internal (Micro) vs. External (Macro)

• Capitalizing Arguments/ Marking Arguments in a Specific Way

• Compare/ Contrast
• Result/ Effects
• Causes/ Origins

• Use analysis to understand

• Coercion, Persuasion, Consent analysis for capitalized arguments
• Retrospective Determinism

• Chronological and Thematic organization
• Give the sections titles after you finish making the notes

• After realizing what the text is about

• Breakdown the Effects

• Long-term vs. short-term

Major Tips In General for Reading:

Look for the Main Theme

• publisher's comment
• contents page
• subheading
• introduction
• conclusion

Active Approach

• Be clear what you are looking for
• Recognize the form and structure of the book (this helps discover the central of the book)

Use the SQ3R Method when reading

• A sequence formula for effective reading

What is the SQ3R?

• Survey
  • Survey the chapter (using the Major Tips for Reading)
• Question
  • Notice and question the writer's interpretations and arguments
  • Decide what is needed for your purpose
• Read, Recall, Report
  • Read: This is not surveying or skimming. This is in-depth, slow, comprehensive reading
  • Recall: Move away the book and recall what you have learned (say it aloud or in your head)
  • Report: Write it down!

Major Tips for solid/comprehensive Noting:
(this is done after the "report". You go back and fix up your jotted-down notes)

Make heading and subheadings larger

Don't use complete sentences
- Use bullet-points
- Use contractions

Use legible handwriting only for yourself
- Who cares if someone else can't read it? You are the one who will study from it

Space out your notes
- What if you have to add something in later?

Graded Indentation
- one of the most vital features


Structure your notes

Note the book title, author and page number you are on

How to Approach Paper 1? What should you know going into your exam?

• Question 1.a

• Do you understand what the source says?
• Display literacy and understanding of the source.

• Question 1.b is always about the last source (table, photograph or cartoon)- what does the source convey?

• Make more than 2 points, but not more than 4, in order to make sure you get the 2 full points you need
• Do not explain the source, say what is conveys.

• Question 2

• Always asking to compare and contrast
• If you are uncomfortable with writing: compare in one paragraph, contrast in the second paragraph
• If you are comfortable with writing: run-on comparison/contrast (gives more points because it shows that you can think and write about the sources)

• Question 3

• Origin, purpose, values, limitations
• specific/sophisticated
• If you have nothing to say, be clever about how you say it so it sounds good
• Avoid the word "biased"

• Question 4

• Combines all of the sources
• Use both the source and your own knowledge; make sure you have all of the sources
• "mini essay"
• Must write an outline for your systematic writing
• Take about 20 minutes to write the essay
• Use transition words and phrases between sources and ideas
• If you run out of time for the essay, write it in note form (outline, neat, indentations)- only do this if you truly messed up

• Moving through the source: read actively (read, annotate, write, underline, etc.)
• Be able to summarize each source into about two sentences
• Quality, not quantity
• Do not be repetitive with different words

How to Approach Paper 2 and 3? What should you know going into your exam?

• Make an outline to organize your thoughts

- Students who do not make an outline generally donot do well because they lose their train of thought half way through the essay

• Introduction

- Short
- State exactly what the essay will be dealingwith
- Set the frame
- Be very clear about the language

• Body paragraphs

-  Add in natural, subtle details to paint apicture
- Give evidence in support of statements/arguments
- Vital; makes a huge difference between a lowerand a higher mark
- Evidence, for instance numbers/statistics toback up arguments show that you know the material
- Don't just tell the story; analyze the situation
- Reference back to the question



Remember for the Exam:

• Be able to use historiography (names of historians and their arguments).
• Define words mentioned in the question (ex. Revolution)
• Three rules of writing:
  • Coherence/Consistency (Reinforcement)
  • New Ideas
  • Historiography (Argument)

Writing a History Essay (Quick Tips Only)

NOTE: Everything in history is a question you are trying to answer.

Tips:

• do not write the essay as if it were an English paper (meaning, no need fr voice and style usage to a great extent)
• the title should be the actual question (turn the question into a statement for the title)
• do not volunteer knowledge that is not asked for in the question
• be very sure, concrete and specific in what you are explaining
• do not hide you weaknesses in History behind you knowledge in writing style
• your audience: intelligent people, yet have no knowledge about the topic

Three Aspects You Essay Must Contain:

• Clarity- think of the easiest and most precise way to say things
• Precision- if there is a word or way to say it precisely, say it. Be straight to the point.
• Concision- if you can say it in two words than do not say it in fifteen. Use the right words

In you History Essays, never...

• use first person
• change tenses (always write in past tense)
• use passive voice

Perfume by Patrick Suskind was my ultimate favorite, but I also fell in love with The Metamorphosis and the Handmaid's Tale.

The 6+1 Writing Trait System

This is what my English A1 teacher calls the 6+1 Trait Writing System. It is really handy, and I just want to touch on the main points and explain them below for people who get confused or stuck when organizing they essays, choosing ideas, choosing their word choice, recognizing their sentence fluency, etc.

Ideas:

• Definition: The heart of the message, the content of the piece, the main theme, with details that enrich and develop the theme
  
• Goal: The paper is clear and focused. It holds the reader's attention. Relevant anecdotes and details enrich the central theme

How to achieve the Goal:

• The topic is narrow and manageable
  
• Relevant, telling, quality details go beyond the obvious
  
• Accurate details
  
• writing from knowledge or experience; ideas are fresh and original
  
• Reader's questions are anticipated and answered
  
• Insight

Key Question:

• Did the writer stay focused and share original and fresh information or perspective about the topic?

Organization:

• Definition: The internal structure, the thread of central meaning, the logical and sometimes intriguing pattern of the ideas.
  
• Goal: The organizational structure of the paper enhances and showcases the central idea or theme of the paper; includes a satisfying introduction and conclusion

How to achieve the Goal:

• An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of closure and resolution
  
• Thoughtful transition
  
• Sequencing is logical and effective
  
• Pacing is well controlled
  
• The title, if desired, is original
  
• Flows smoothly, the reader hardly thinks about it

Key Question:

• Does the organizational structure enhance the ideas an make it easier to understand?

Voice

• Definition: The unique perspective of the writer coming through in the piece through honesty, conviction, integrity and believability
  
• Goal: The writer of the paper speaks directly to the reader in a manner that is individual, compelling, engaging, and respects purpose and audience for the writing

How to achieve the Goal:

• Adds interest; appropriate of purpose and audience
  
• The reader feels a strong interaction with the writer
  
• The writer takes a risk
  
• Expository or persuasive reflects understanding and commitment to topic
  
• Narrative writing seems honest, personal and engagins

Key Question:

• Would you keep reading this piece if it were longer? MUCH longer?

Word Choice:

• Definition: The use of rich, colorful, precise language that moved and enlightens the reader
  
• Goal: Words convey the intended message in a precise, interesting, and natural way

How to achieve the Goal:

• Words are specific and accurate
  
• Striking words and phrase
  
• Natural, effective and appropriate language
  
• Lively verbs, specific nouns and modifiers
  
• Language enhances and clarifies meaning
  
• Precision is obvious

Key Question:

• Do the words and phrases create vivid pictures and linger in your mind?

Sentence Fluency:

• Definition:The rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just to the eye
  
• Goal: The writing has an easy flow, rhythm and cadence. Sentence are well built

How to achieve the Goal:

• Sentences enhance the meaning
  
• Sentences vary in length as well as structure
  
• Purposeful and varied sentence beginnings
  
• Creative and appropriate connectives
  
• The writing has cadence

Key Question:

• Can you FEEL the words and phrases flow together as you read it aloud?

Conventions:

• Definition:The mechanical correctness of the piece; spelling, grammar and usage, paragraphing, use of capital, and punctuation
  
• Goal: The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing)

How to achieve the Goal:

• Spelling is correct
  
• Punctuation is accurate
  
• Capitalization skills are present
  
• Grammar and usage are correct
  
• Paragraphing is soung
  
• The writer may manipulate conventions for stylistic effect; and it works!

Key Question:

• How much editing would have to be done to be ready to share with an outside source?

I hope this helps all of you who struggle with writing just like I did!  

jjliu, on Dec 30, 2010 - 08:29, said:

Here, I've broke it down the way we learned that topic, but we covered 1918-39/45ish... dunno why, must have just flown together better (excuse any spelling mistakes)
The topic on Germany should cover the following (give or take)

Germany 1918-33: The failure of the Wiemar democracy

• Wiemar Germany 1918-23: creation and crises

• Was the Wiemar Republic bound to fail from the very beginning?
  
• How/Why did the Wiemar Republic survive the 1919-23 crisis?

• Wiemar Republic 1924-1929

• did the political and economic developments stabilize the Wiemar Republic?
  
• Stresemann's foreign policy

• Germany 1929-33: failure of the Wiemar Republic and Hitler's rise to power

• Wiemar democracy undermined by the world economic depression
  
• Nazis becoming the largest party in Wiemar Germany
  
• decline of parliamentary government from 1930-1933
  
• Reasons for Hitler becoming Chancellor in Jan. 1933

Germany 1933-45: Nazism impact on the German people

• Hitler securing his regime

• why/how did Hitler consolidate his position in power
  
• who had the real power in the Third Reich
  
• Nazi economic policy
  
• role of propaganda in the Third Reich

My suggestion while taking notes:

• break down your curriculum similar to this
  
• for each section analyze for/write notes on each aspect to be looked at: political, constitutional, economic, financial and social problems
  
• try to make connections between the ongoing/spontaneous problems you encounter while studying

I know this is a lot more than what you asked for...    but I decided just to give you the load-down since you'll be doing it self-taught.  
If you want, I have titles of good books to study from, and websites that were unbelievably amazing... The websites seriously summarized/analyzed etc so much  

Spanish A1 HL - 7
English B HL - 7
Biology HL - 6
Mathematics SL - 6
History SL - 6
Visual Arts SL - 7

TOK: A
EE (History): A

Total: a whooping 42!

Only complaint is History, I was predicted 7 during the two years and got A in its EE, that's weird.

Complaints end there! I'm ectastic, this is the first A in TOK, the first A in EE (History) and the first Spanish A1 and Visual Arts' 7 of my school!!

My results:

English SL - 6
Chemistry HL - 7
Physics HL - 7
Maths HL - 7
Latin SL - 7
Economics SL - 7
Maths EE - B
TOK - A

Total = 44



Cannot believe my TOK lol, put so little effort into it compared to my EE.

It's not too broad as such but in my opinion it's pretty obvious that it wasn't actually applied to Germany and I don't think there's much controversy about that.

As an IB Student in a British Boarding school I've got to admit that I don't have time party everyday but when I do then I really get smashed!

So my choice would be "chundering everywhere" for those who don't know what I'm referring to:

I'd say that passing out could end with your stomach being pumped and you spending the night in the hospital which attracts a lot more attention and isn't as bad as puking (this also makes you look like and addict and a social "some one with issues"). Sundays party consisted of 2 people puking... 1 girl was going on for 1 hour on the parking lot so yeah -> pukings okay unless you do it evertime you go partying

Greetz from Blind