Ishaan

Summer Glau, on May 11, 2012 - 19:49, said:

No it seems that the video has been deleted from Youtube so that wouldn't work.

Apparently you have to "verify" your account:
"To enable your account for videos longer than 15 minutes, we require you to verify that your account is currently under your control by providing us your mobile phone number. Please enter your mobile number, and we’ll send you a text message containing a verification code from Google." (https://www.youtube....s_upload_verify)

betaJay, on Mar 28, 2012 - 14:03, said:

I'm actually taking the class right now. It is an AWESOME class. We only have 10 kids because the counselors told everyone it didn't exist (I had to fight for it). I've learned so much. It's absolutely interesting and fun. Very worth taking. [Whispers] It's also really easy!

I chose this class because I'm a huge techie. My Android phone gets new ROMs weekly Yeah, I'm a geek. So I figured this class was perfect. Plus, at my school, it fulfills both the computer literacy requirement and the practical art requirement. So that made it even MORE perfect.

I wouldn't say the class is hugely discussion centered per se. However, I have discussions with the teacher daily, and I think that enhances it. What our teacher does is she makes us do a weekly article and relate it to the IB strands. (Check out her website at soaresitgs.wikispaces.com )

Overall, take it. For sure. If you like tech especially.

Ryan Giggs, on Apr 30, 2012 - 22:52, said:

From General Regulations: Diploma Programme

5.2 The IB diploma will be awarded to a candidate whose total score is 24, 25, 26 or 27 points, provided all the following requirements have been met.

• Numeric grades have been awarded in all six subjects registered for the IB diploma.
  
• All CAS requirements have been met.
  
• Grades A (highest) to E (lowest) have been awarded for both theory of knowledge and an extended essay, with a grade of at least D in one of them.
  
• There is no grade 1 in any subject.
  
• There is no grade 2 at higher level.
  
• There is no more than one grade 2 at standard level.
  
• Overall, there are no more than three grades 3 or below.
  
• At least 12 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain at least 16 points at higher level).
  
• At least 9 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 6 points at standard level).
  
• The final award committee has not judged the candidate to be guilty of malpractice.

5.3 The IB diploma will be awarded to a candidate whose total score is 28 points or above, provided all the following requirements have been met.

• Numeric grades have been awarded in all six subjects registered for the IB diploma.
  
• All CAS requirements have been met.
  
• Grades A (highest) to E (lowest) have been awarded for both theory of knowledge and an extended essay, with a grade of at least D in one of them.
  
• There is no grade 1 in any subject.
  
• There is no more than one grade 2 at higher level.
  
• There are no more than two grades 2 at standard level.
  
• Overall, there are no more than three grades 3 or below.
  
• At least 11 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain at least 14 points at higher level).
  
• At least 8 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 5 points at standard level).
  
• The final award committee has not judged the candidate to be guilty of malpractice.

5.4 A maximum of three examination sessions is allowed in which to satisfy the requirements for the award of the IB diploma.

So yes, you can pass.

What is this?

This is just IB propaganda. I need to wash my brain with soap. It's disgusting.

This is very propaganda-like which is warranted since they are promoting the IB. But they don't paint a very accurate picture of IB. Not one of the students said, "there's a lot of work", etc.

(Assuming you mean the TI84+)

Binompdf and binomcdf: both used for binomial distribution
pdf: when you want to know the probability that the event happens exactly the amount of x you specify.  
cdf: when you want to know the probability that the event happens less than the amount of x you specify. For example,  you want to get the chance that at least ten events happen? Use
1 - P(X<10)
= 1 - binomcdf(trials,probability,10)

And normalcdf is your primary tool in solving normal distribution problems. It works like binomcdf, except that

1) it can also specify a lower limit so you get P(lower < Z< upper value)
2) never use normalcdf when solving problems that are not specificially about normal distribution, and never use binompdf/cdf for normal distribution problems.

ignore normalpdf

I would suggest getting the latest OS update for the calculator from the manufacturer's website, it may improve the easiness of using the thing immensely

http://www.answers.com/baccalaureate
http://en.wikipedia....i/Baccalaureate



I swear with increasing internet availability, general intelligence decreases.

Jar Jar D, on Mar 26, 2012 - 08:33, said:

Wait a minute, since when was I judgemental? Are you not the one judging me at this moment assuming these things? It never crossed my mind that YOU were insecure about it or whatsoever. And regarding the thread itself, I never thought there was anything wrong with it, I just never knew you could create topics such as these on IBsurvival, thus meaning topics which are sexually related and such. Okay? So please do not jump to conclusions saying that I am on this "high horse" and can't seem to get off it.

And you see, the titled of this thread is called: "Girls, do you look down on guys who watch porn?" Sooo, I am assuming that girls are allowed to post in this thread and voice their opinion on it. And the way you phrased that sentence there are really only 2 possible answers (that I saw):
1. Yes, I do look down on them
2. No, I do not look down on them
The fact that my opinion is the first choice, why should there be a problem? And if by "contributing" to the thread you mean by people who are all going to have the same answer/opinion, it isnt that much of a debate or dicussion is it? If you see my previous posts, I have contributed to it showing a different side of the discussion.

You seem to have taken offense to the things I said before so I am sorry if what I said appeared to be judgemental or rude bcause that was not my intention. Hopefully you see what I am saying.

Maulik, what are you interested in? What have you considered already? Why do you want to do an essay in B&M? Do not ask for members to give you topics. That's your job, and we don't know what will be a suitable topic for you. Instead, you can get their opinions on different parts of the research and writing process.

Ishaan, on Mar 13, 2012 - 15:12, said:

oh. my teacher said to just scan the signature and its fine to adapt the same signature all over. In fact i saw a sample from OCC, the guy received really high in all his criterions and he used the same signature in all his criterion.

Hello there!

Use this forum for questions and discussion on the Computer Science case study for the 2012/2013 examination sessions: SMARTPHONES.

I don't have a list of predicted questions, but I will keep posting the questions as I get them from my teacher.

Please keep this forum going and post some helpful suggestions.

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Kind regards,
IB Survival Staff

Okay, so I found a bunch of notes I took when my teachers were giving us IA tips and format..etc. Some of the below I had to copy of the board, so you may find these in the books.

So, Biology IAs should follow this general format:
DESIGN
1)Research Question
2)Hypothesis/Predictions
3)Variables
4)Apparatus
5)Method/procedure

DCP
1)Collected data
2)Data processing
3)Data presentation

CE
1)Conclusion
2)Evaluation

---

Design

Research question:
This should be a clear focused question that says exactly what you are investigating. It shouldn't be too long and it must include the dependent and independent variables.
Eg. What is the effect of pH on the activity rate of salivary amylase?
Dependent variable: activity rate
Independent variable: pH

Hypothesis:
This is a paragraph or two where you explain your research question. You are going to say something like:
"Salivary Amylase is a an enzyme that digests starch into di- and monosaccharides. Since it's a salivary amylase, the enzyme works best at an alkaline pH of 7, in other words, the optimum pH is 7. At this pH, the rate of amylase activity will be at it's highest. A pH that is much lower (very acidic) or much higher (very alkaline) will denature the enzyme permanently (specifically the active site), and the enzyme can't function anymore. The activity of the enzyme will decrease as we increase or decrease pH."
You may also want to include a graph to show this if this possible.

Variables:
A list or a table that include:
-Independent variable: this is the variable you're changing. In the example above, the pH.
-Dependent variable: this is what changes when you change the independent variable. Eg. Activity rate.
-Controlled variables: these are all the other variables that must be kept the same in order to get an accurate results. For example, Temperature, pressure..etc.

Apparatus:
This is the list where you include everything you are going to use. Make sure you don't forget anything. My teacher always told me to include a diagram of the apparatus, so you may want to add that too.
When listing the apparatus, be specific:
1)'A beaker' wont work, you have to specify the type and the volume. Same for any other apparatus of this sort.
2)When listing chemical substances like enzymes or starch solutions. Include the volume and the concentration.
3)For Solid substances used, include the mass in 'g'
4)When mentioning the thermometer, you may want to say it goes from -2C to 100C just to be specific.

Method:
I always prefer the method being in a list format rather than a paragraph. It makes it much easier to read and understand. I would advise you to not use the first person. For example if you want to say "I will measure 50ml of starch solution into a beaker" you should say "Measure 50ml of starch solution into a beaker"
Please make sure you include every single step, don't miss one because it seems like an 'obvious' step!
Also make sure that your method controls the controlled variables and allows the collection of raw data.
After finishing your design, take a look at the table below (from the syllabus) to make sure you didn't miss anything:

---

Data Collection and Processing (DCP)

Collected data:
This is normally given in one or more tables. Make sure your table is clear and easy to read and follow. Trust me, it makes a difference. Do not forget to include the units at the top of each column in brackets and the error!

Here's an example:




Data processing:
Data processing is where they want you to do something with the data. Find an average, do one of the hypothesis test, calculate the standard deviation...etc. It normally depends on the experiment.

Errors/uncertainties:
This is the calculation of the % error in your experiment which you're going to discuss in CE.
The uncertainty of each apparatus should be printed on it. If it's not, then the uncertainty is the half the smallest division. For example, a ruler that with 0.1cm division will have an error of +/- 0.05cm.

Data presentation:
This presentation should be of the raw data and the processed data if possible.
Bar graphs and line graphs are one of the best way to present a data in most cases. A pie chart or a scatter graph may also be used. When adding the graph, make sure it has a title, labelled axis and legends. If you are for example investigating something at two different environments or situations, you should have a graph for each and then a third graph with the both, to show better comparison. In most cases, you are going to have to do at least 3 or 4 trials, include the graphs for each, then a final one of the average results. When appropriate include the uncertainties in the graph.
Please make sure the graph/chart is suitable for your type of data before using it.

Here are examples:

Bar Graph:



Pie Chart:



Once again, take a look at the criteria for a last check:

---

Conclusion and Evaluation (CE)

Conclusion:
The first point about the conclusion is that it should directly relate to the hypothesis. In other words, your conclusion must restate and discuss the hypothesis. You are not going to say why the results weren't accurate in this section. You're going to do discuss your results. Does it support the hypothesis? Were you predictions correct? Make sure you mention them again. I read this in one of the documents it got, and many people make this mistake: when talking about a hypothesis you're talking about whether the results support or refute the hypothesis, not prove the hypothesis.
In your conclusion, make sure you discuss the graphs, the charts..the data processing..etc.

Evaluation and improvement methods
I would organize this part in this way:
1st paragraph: the weaknesses and limitations.
In other words, all the possible reasons you could think of as to why your % error is too big (if that applies), why you results didn't perfectly support the hypothesis, why you results weren't accurate...etc. So basically, you're going to talk about all the weaknesses in your design and the effects these weaknesses had on the results. When mentioning the possible errors, I suggest doing it in bullet points because like I said they're much easier to read and understand.

2nd paragraph: improvements:
This is basically the "The errors above could be avoided next time by.....". Then just start suggesting all the things you would do differently next time to get better results, for example:
1)Repeat the experiments more than x times.
2)Control temperature and pressure more carefully.
3)Try to reduce human errors.
4)Use more accurate apparatus for volume measurements.
and so on.

Criteria table:




EDIT: Criteria tables added.

2nd language doesn't matter. Universities most likely wouldn't care as long as it's not the language spoken in the country you're aiming to study at.

However, overall IB scores matter, so it all depends on you, would you challenge yourself? or take the easy route?

I personally took both language A's, as i'm reasonably fluent in both languages even though i'm not that good.

Yeah, you're right on that, you cannot take those exact IB subjects anywhere in Finland. For example if you go to Ressu (http://www.hel.fi/wp...ulib/en/Etusivu), you could probably take all the other subjects for except philosophy and anthropology. They don't offer Spanish, but according to their website you might be able to take it as a self-taught subject. I believe that you're also allowed to take courses from the national side, so maybe you could take it as a self-taught subject and go to the Spanish courses on the national side?

Or maybe  you could study some of those subjects at an open university? (http://www.studyinfi...ty_and_open_uas)

By the way, do you yet know to which school you will be going to? For example Ressu and SYK are both located in Helsinki and are among the best schools in Finland. At SYK the average for graduating IB students is somewhere around 37-39 points and at Ressu somewhere around 35-37 points. I actually heard that SYK had once been ranked in the global top 20 (IB schools).