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Emy Glau-ski

Member Since 15 Jul 2010
Offline Last Active Yesterday, 23:24

Chemistry HL Papers 1 + 2 TZ1

May 09, 2012 - 19:59

I believe it's been 24 hours so I think we can discuss the first two papers now.

How did everyone find the exam? I thought Paper 1 was OK except for a few tricky questions (like the one with the two beakers of acid and the one about the weak acid with the choices being like pH < 2, pOH > 12, etc). Paper 2 was a love-hate paper. Question 1 was SOOO HARD, I think I only got a few marks on it. But the rest of section A was all right, and section B was superb! I did questions 7 (the one on organic with compound X) and 8 (the one that started with the mass of titanium). Anyone do these as well?

What about you guys?

Quick TOK practice essay question - all four ways of knowing or just two/three of them?

Nov 06, 2011 - 23:43

I'm writing a practice TOK essay for a homework assignment in my TOK class. Basically I am discussing the four ways of knowing and how they help us determine what is true.

The question just simply states "How can the different ways of knowing blah blah blah." Does this mean I must include all four ways of knowing, or am I fine with just discussing two or three?

I've already written my argument for reason and I have my plan for emotion and language ready to go. I just wasn't sure if I needed to also include a section on perception because that's my weakest argument at the moment.

Thanks :)

Edit: Just realized this is Title 4 from Nov09/May10, lol.

What's the best way to study/review for HL chem?

Sep 07, 2011 - 02:23

My first day back in chemistry left me in shock. The teacher that we had last year who had taught HL chem for several years no longer teaches it and we now have a teacher who A) has never taught IB chemistry or even in IB before and B) hasn't even taught before! I'm not saying she's a bad teacher but I have a bad feeling that we're not going to accomplish much this year.

Being a person who's aiming for a 6 or 7 in chemistry I think I'm going to end up having to learn a lot of the material on my own. So all you chemistry people who've taken the exam before, what's the best way to go about learning the material? I have the Pearson Baccalaureate HL chemistry book and the Neuss study guide, as well as all my notes from IB1. How often should I review the material? Should I go in order of the topics or skip around based on what I need?

Thanks :)

IB History Essay Markscheme Guide

Aug 08, 2011 - 19:17

Hello IB Survival. :) My HL History teacher, who has taught IB history for years, created a general markband guide for marking history essays, and I felt I should share it with you all on here. This is by no means the official IB rubric, but rather a "guide" that you should aim for when writing your essays.

IB Essay Markbands

IB 1, IB 2

  • You do not understand the question. You do not have an argument.
  • You might include some historical facts, but they are wrong or irrelevant.
  • You do not show that you understand what else is going on at the same time (historical context).
  • You do not talk about different interpretations of the topic.


1-2 Marks:
  • Answers lack understanding of the demands of the question or accurate/relevant historical knowledge.
  • Answers show little or no evidence of structure and consist of little more than unsupported generalizations.

3-4 Marks:
  • Answers reveal little understanding of the question.
  • While historical details are present, they are largely inaccurate and/or of marginal relevance to the task.
  • There is little or no understanding of historical context of historical processes.
  • While there may be recognizable essay structure, answers consist of little more than poorly substantiated assertions.

IB 3

  • You have kind of understood the question, but not really.
  • You use hardly any historical facts.
  • Barely any reference to interpretations of the topic.
  • Badly structured.


5-6 Marks:
  • Answers indicate some understanding of the question.
  • There is some accurate historical knowledge, but detail is insufficient.
  • Understanding of historical processes and (where appropriate) comparison and contrast may be present, but underdeveloped.
  • While there may be a recognizable essay structure, the question is only partially addressed.

IB 4

  • You show a general, but very basic understanding of the question.
  • There is an argument, but it is not well supported by historical evidence (facts) OR it is a narrative description of the events with accurate facts but no analysis (you do not show HOW this answers the question).


7-8 Marks:
  • Answers indicate that the demands of the question are generally understood.
  • Relevant in-depth historical knowledge is present but is unevenly applied throughout.
  • Answers are presented in a narrative or descriptive manner. Alternatively, there is a limited argument that requires further substantiation. Some attempt at analysis may be present but limited.
  • There has been some attempt to place events in their historical context and to show an understanding of historical processes and (where appropriate) comparison and contrast.
  • There is evidence of an attempt to follow a structured approach, either chronological or thematic.

IB 5

  • You understand the question, but there are some ways of looking at it that you have left out.
  • You did place events in their historical context (showing what was going on at the time).
  • You use accurate and relevant facts to support your points. Chronology is accurate as shown by cause and effect relationships.
  • There is a thematic structure (it is split into factors) or, if it is chronological, then there is clean analysis of each event.
  • All criteria must be met.


9-11 Marks:
  • Answers indicate that the demands of the question are understood and addressed, though not all implications are considered.
  • Relevant, largely accurate in-depth historical knowledge is present and applied as evidence.
  • Critical commentary (analysis) indicates some understanding.
  • Events are placed in their historical context. There is an understanding of historical processes and (where appropriate) comparison and contrast.
  • There may be some awareness of different approaches to, and interpretations of historical issues and events. However, responses that mainly summarize the views of historians and use these as a substitute for, rather than a supplement to, the deployment of historical knowledge can not reach the top of this band.
  • There is a clear attempt to structure answers chronology or thematically. Synthesis is present but underdeveloped.


12-14 Marks:
  • Answers are clearly focused responses to the demands of the questions.
  • Relevant, in-depth historical knowledge is applied as evidence.
  • Critical commentary (analysis) indicates some understanding, but it is not consistent throughout.
  • Events are placed in their historical context. There is a sound understanding of historical processes and (where appropriate) comparison and contrast.
  • There may be awareness and some evaluation of different approaches to, and interpretations of historical issues and events. These are used to supplement, in a relevant manner, the arguments presented.

IB 6

  • You show a good understanding of the question.
  • Your essay has clear structure which really helps you answer it.
  • The argument is well-developed and well supported by the BEST facts, many details, and accurate chronology to prove your point.
  • Different interpretations of the topic are considered and, where relevant, placed in their historical context.
  • All underlined criteria must be met.


15-17 Marks:
  • Answers are clearly focused responses, showing a high degree of awareness of the demands of the question. Where appropriate, answers may challenge the assumptions in the question successfully.
  • In-depth and accurate historical knowledge is applied consistently and convincingly to support analysis. Events are placed in their historical context. There is a clear understanding of historical processes and (where appropriate) comparison and contrast.
  • There may be evaluation of different approaches to, and interpretations of historical issues and events. This evaluation is integrated effectively into the answer to support and supplement the argument.
  • Answers are well-structured and clearly expressed, using evidence to support relevant, balanced, and focused arguments. Synthesis is well-developed, with knowledge and analysis fully and effectively integrated.

IB 7

Meets all the above criteria for a 6, but everything is done to a really high level. Your argument is really strong and well-supported. You also need to do one or more of the following:

18-20 Marks:
  • Show a high level of conceptual ability, possibly by challenging the assumptions implied in the question using evidence. (e.g. "Was terror the main reason why Hitler successfully controlled the German people?" assumes that he was successful, which a 7 candidate might challenge, at least in the concluding paragraph.)
  • Show awareness of the reasons why there are differing and contrasting historical interpretations, going beyond identifying those interpretations and historians.
  • Fully and effectively combine knowledge and analysis (highly developed synthesis).

Where are good places to find primary historical sources?

Jul 16, 2011 - 00:58

I'm in the research phase of writing my EE in history. I have no problem finding secondary sources for my topic (Spanish Civil War) through the internet and the local library, but I am having problems finding primary documents. Does anyone know of any databases, sites, etc. that actually contain good primary sources? I've tried several by googling but they don't have much. Thanks!

P.S. not sure if this falls under history or EE but I put it in history because it's history-related.


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