deissi

dont expect any of us to help you in the choosing of an aspect, like you do. part of the criteria is actually selecting a topic, and it is extremely unethical if we give you a topic to do. if so you put everyone at risk of malpractise and you don't want to be that selfish. if you do continue to ask for help i will personally report you to the ib ethics comittee.

Here's an index of sorts for some current IAs that have thread on IB Survival. If you have a question about an IA that is not listed below, please start a new thread. Otherwise, add to the respective thread. =)

The IAs are in circulation for two years, so some of these may have already gone out of date. If you have any comments, corrections, or updates to this growing list, please send me a PM. Thanks!

HIGHER LEVEL

Type 1

Ratios of Areas & Volumes

Investigating Divisibility
http://www.ibsurviva...isibility-help/
http://www.ibsurviva...g-divisibility/

Segments of a Polygon

Type 2

Patterns

Designing a Freight Elevator

Height of Saplings

Viral Illness

Flow Rate

Probabilities in Tennis
http://www.ibsurviva...nis-hl-type-ii/
http://www.ibsurviva...-tennis-please/


Running with Angie and Bonnie


STANDARD LEVEL

Type 1

Infinite Surds

Stellar Numbers

Log Bases

Matrix Binomials

Infinite Summation

Parallels and Parallelograms

Type 2

Body Mass Index -- BMI

Population Trends in China

Investigation on Statistic

Crows Dropping Nuts

Fishing Rods

Logan's Logo

Yes, go with grids It looks better like this Btw I used the same program and it was very helpful. If you have any problems I can help, since I finnished that portfolio already. I must say that the use of technology was pretty hard, so if you need anything I'm willing to help Good luck

I refuse to care about people using IE6 .

What about:
1. Difficult, stressful, a lot of work, just like we know it
2. Study long, study hard
3. Motivation to do work
4. Collaboration with students all over the world
5. Patience is a key to success

thanks =)

"Where our greatest resource is our people"
Too corny? haha

Hi Peaches,

Do all teachers do the IB to get familiar with the program - Certainly not! Most experienced teachers probably did another school curriculum (I did the South African curriculum, others did A-levels. Most people do the curriculum in their home country, and then go to a university or teachers' training college to train up to be a teacher.

I am comfortable teaching IB Business Studies and Economics as I have a Bachelor's degree in Commerce, and an MBA, along with my teaching qualification.

But as a teacher with plenty of teaching experience in commerce and computer sciences, I may be tempted to do the IB course simply to get to proper grips with the curriculum.

Although, most IB teachers (Perhaps all? I am not sure) have completed IB teacher training, whcih covers the requirements of the curriculum for their subject, coursework/internal assessment, the Extended Essay (in case their students choose an topi in their area of expertise), and the overall understanding of how IB fits together.

Hope this helps!

Hi Maulik,

I have to agree with SweetnSimple on this one - the topic I choose would interest me, and probably not you!!!

You mentioned Motivation. This is also a very large arena. As a subset of Human Resource Management, and closely associated with Psychology (Industrial Psychology, if it is a Business & Management EE), you would need to know the major motivational theories (Maslow, XY theory, Hertzberg, Achievement Theories (McClelland), Expectancy Theory, Z-Theory, and others) Then you would need to understand how they are applied in organisations.

One interesting piece of research I did in a mid-size company was an analysis of the Psychological contract between management and employees, and found the root of conflict. I assisted the company in addressing the differences of opinion, which reduced conflict! This is actually a nice assignment (but the intervention aspect is probably beyond the scope of the IB EE - this was a masters' degree assignment).

Comparing 2 things makes a nice EE, but you need to know exactly what area of B&M you are interested in. Until you can do that, you are wasting your time.

Remember, when you choose the topic, you must realise that this will be your baby for 1 1/2 years or so...you have to be passionate about it!

David

By IB Maths SL II do you mean the SL options? because I was not aware that there was two SL classes...

EDIT: Sorry, there isn't any IB Maths SL II at my school, just SL and HL. So I wasn't sure, thanks for clarifying

If some of the 50 Excellent EEs had them and some didn't, I don't think it matters - obviously you can score highly with or without them! On the plus side they will make your EE more organised (and if it helps, essay-based subjects get to have subheadings too ) and you might score more highly for structure, on the negative side.... I can't think of one. It's up to you as to what you think suits the style and format of your essay. Obviously you want it to be easy to follow and for the headings to reflect how you're building up your case/experiment so the examiner is satisfied it all progresses logically. If you think it can do that, go for it! If you feel headings are redundant and your essay progresses really well without them all (or with relatively few), do that instead. It seems to me there's no right and wrong.

As for footnoting, don't put a reference in twice. It seems like a little bit of overkill! I can only suggest what I did (and it worked) which is to footnote explanations and then stick all references in the bibliography, as your teacher suggests. Provided the references are easy to link up (e.g. if you use the Harvard system where you say things within your essay like "according to K. Smith (2004), physics is great..." and then at the end in your alphabetically organised bibliography list you have "Smith, K. (2004) The amazingness of Physics" and so on, it's all good. Basically your referencing just needs to be coherent, consistent and extant! Although I empathise (A LOT) with stressing about referencing, it's actually more a case of fulfilling the whole "I did not plagiarise without acknowledgement" thing than absolute technical correctness.

HI

   I have a portfolio due tomorrow. If anyone can please help me with this question with all of the problems. I need it badly. My teacher said there are no exceptions and this is worth 20% of my grade which is a lot. So please help. If possible can you please show me if you have already done the portfolio. Thank you.

These replies seem to me extremely confusing

You can do all IB subjects at HL or SL - the only (slight) exception being Maths which actually has three stages, one of them easier than SL. They would be Maths Studies (easier than SL), Maths Methods SL and Maths Methods HL. I can see why you're confused, though -- for some reason in the USA they don't actually give the subjects their proper names (as in the same names the IB has given to them!), and split them up according to the american system which means that the actual subject you're taking according to the school and the way it appears according to your timetable don't appear to add up. I assume the material being taught is the IB specific material, though.

Just to describe how the IB is designed to run, it's a two year course (so you don't do one thing in your "junior" year and one in your "senior" year, you take all subjects concurrently to their particular level for two years). So whatever you're doing in year one (for instance, if you wanted to do SL English A1), you keep doing it in year two. Also all the IB subjects have their particular names - sooo it's always "Maths" (SL/HL/Studies) or "Spanish" (A1/A2/B/AB) without numbers or year-specific names. So "pre-calc" and "calc" have no relevance to an IB course, you just take "Maths" for 2 years and in those 2 years have to complete the topics on the syllabus.

I'm a little unclear as to whether you want to do IB certificates or receive an IB diploma. If you want the diploma, you'll have to do the subjects as memski described - one fluent language, one secondary language, maths, a humanity, a science and then one optional subject, plus TOK (and in your own time, CAS and the EE...). The latest list of subjects you've put up doesn't contain a secondary language, so you might get a certificate for the subjects you did take, were you to sit the exam, but you wouldn't get a diploma.

I'd also like to point out that it's usually your school which sits down and writes out the timetable so you know which options you have. Similarly they ought to have explained to you what the IB is/which subjects to pick. You can invent your own subject timetable as much as you like, but may find that when you go into school they've got their own agenda from which you just have to make a selection. The best place for you to ask would definitely be the IB Coordinator at your school.

Not sure what you mean by "non-BA" and "TA".

For instance (if this helps) this was my 2-year curriculum:
Year 1:
SL Maths (2.5 hours a week)
SL Philosophy (2.5 hours a week)
SL Spanish (2.5 hours a week)
HL Chemistry (3.5 hours a week)
HL Biology (3.5 hours a week)
HL English (3.5 hours a week)
TOK (1 hour a week)

... and year 2 was the same I sat all my exams at the end of the second year. We had some time set aside in our timetable to do CAS if we wanted (I usually just went home as CAS doesn't necessarily fit into the time they set aside!) and I did my Extended Essay over my Christmas holidays in the second year - so the beginning of January in the year I was to sit my exams in May. You do this in your own time, so you can do it pretty much whenever provided it's before the deadline and after your school has given you enough information to start on it.

As I said though, in america they do it very differently - as you describe in your timetable, they sometimes split into years, so you do only 3 or 4 subjects in one year and the rest in the next year. This is why I think you should ask your school's IB Coordinator to find out how they intend to run it

Here's the syllabus in English: http://www.ibsurviva...ds&showfile=116
You can find it on this site by scrolling to the top of the page and clicking on "Files" next to "Calendar" and "Shoutbox" and then clicking on "Syllabi" under "General IB Downloads" and finding the Chemistry one

I don't know about Chem options, but I do know that much of the information in those shows are inaccurate
So I don't know how much they help and how much they harm haha.

ok, I guess I was going about the general statement all wrong. I know I got it now. But now I am faced with a new dilema. Do you guys know what it is meant when they say "now extend your results to m horizontal parallel lines intersected by n parallel transversals"?

also, I'm just getting confused on the rest of the paper as well (like discuss its scope and/or limitations, display the results in a spreadsheet, etc.)

can someone help me with this

I hate it that no one ever responds to me when I need help the most on this website.

*sigh* I wish there was an IB forum that actually responds the day you post something. The lack of help on this forum is pitiful sometimes.