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  2. You want to analyze a graphic novel? That would fall under a group 1. Yes you can do an EE on a graphic novel, I mean you need to have a good research question but otherwise you should be good to go even though I do not know Watchmen specifically. A friend of mine did hers on a graphic novel called Persepolis but she did a comparative analysis with another novel. That is another way you can do your EE (a comparative analysis) Hope this helps
  3. @kw0573thank you very much for your response. How would you suggest me ti fully prepare. I have done every single worksheet the teacher has provided, done past paper logarithm problems. What else would you suggest me to do. y=Your response will be appreciated.
  4. Hello everybody, I am about to start the IB Diploma course in September and have some time to confirm my subject choices. I wish to pursue software engineering and am sure about that. My current subjects are : Math, Physics and Computer Science HL Business Management, English Lang. & Lit. , Spanish ab initio The problem is whether or not I should choose chemistry. I'm not bad at chemistry(at least based on my 10th grade results) but I don't particularly like it either. If I choose it, I'll have to give up Computer Science which is the subject I really want to study. So my question is whether or not I need to take chemistry for software engineering. I haven't decided on a specific university(but I want to study in the US or Canada) but I want to know if chemistry is necessary in general.
  5. Hi, I was thinking about doing the book Watchmen for my EE and was wondering if I could do a graphic novel or not. I have read the book and found plenty of literary analysis. Also, if I were to do a graphic novel what category would it fall under for an English EE? Thanks
  6. Today
  7. Economics

    Don't sweat about real life examples, especially for macro. There's really not many examples apart from common ones e.g. inflation in japan/venezuela, unemployment in spain etc. etc. Students generally aren't expected to excel in Paper 1, as can be discerned by the boundaries: 36-38/50 is enough for a 7. That means you only need to score 18-19/25 per question, which isn't easy, but not overtly difficult either – and can definitely be achieved even without examples. Such an element imo is too stressed upon – the amount of effort needed to know all specific examples for each micro and macro subtopic and then being able to apply them is time better spent elsewhere as the usual difference between a good response without an example and a good response with an example is about ~4/25 marks. That means with perfect understanding of the theory, you can achieve 42/50, more than you need for a 7, without even knowing examples. It's better simply to master the theory and your diagrams rather than wasting precious time learning specific real life examples and applying them – it's needed for the highest of mark bands, but even to get a 7 you don't need to do so. Also worth noting that a lot of the Paper 1 questions nowadays have a built-in premise that you can simply extrapolate upon to whatever country you live in e.g. question about monopoly power regarding supermarkets you can simply use a real life supermarket name/brand from your country.
  8. Thanks for the feedback. I'll ask my teacher what exactly she's looking for and that will hopefully give me an idea on what to do.
  9. I agree with @fromsomewhere2k17. Your question is not really a KQ. However the KQ that @fromsomewhere2k17 gave you may be a starting point...
  10. Honestly, i'm not so sure about that KQ. From what i've heard from my teachers, KQ's should be about the formation of knowledge, and how does that knowledge affect us (or how we come to influence knowledge)- the much hyped 'how do we know what we know' meme. However, this phrase is not a joke and it's actually quite serious in ToK in order to form a good KQ and KC. Your KQ, on the other hand, can easily be made into a second-order KQ if u give some more thought on the knowledge related aspects of the issue instead of going into a debate. Maybe you could rephrase it by saying how shared knowledge may shape our perceptions. For example, "How has shared knowledge come to determine what we perceive as normal?" Don't take my word as final though; you should probably discuss that with your teachers. Hope this helps!
  11. So, my school has this program called the IB Bridge and in it I've been given an assignment to write an essay. So the essay has to be based on a knowledge question. My question is "To what extent are there more than two genders?". So how would I rephrase that into a good knowledge question?
  12. My presentations are coming up in a month. This is what my teacher gave me as to give an idea on how to organize my presentation (see file attached). But remember, your final mark will depend on how well you complete the presentation form! Hahah i'm not saying that you shouldn't work hard to give a good presentation, but that you still have a chance of getting a high mark if your KQ and the analysis is good enough. Hope this helps. ToK_Presentation-graphic_planner_copy.pdf
  13. Best to ask graduates if your school's tests are easier than final exams. Hopefully not by much so you can be well prepared. On the actual Math exam, very hard logarithmic questions are rare. IB likes to combine different topics into one question. So maybe you'll see a logarithms and series in the same question. Eventually if you do no get enough IB questions for homework you may want to purchase a Questionbank (newest is v4), which is a collection of few past papers, with a group of friends. For example you may be asked to solve the system logx+1 y = 2, logy+1 x = 1/4. There is both logarithms and systems of equations.
  14. Hi guys, I am going to have my logarithms (i am in ib1) quiz for hl maths. I am really scared for this, as I heard from some people that test questions are completely different from whats taught in class. Can any one please send me some tough questions, so I can prepare for some unusual question. btw: Are school tests easier than final ib2 exams?
  15. I have a question for you, do Biology HL students need to do a bio IA in an HL topic? Because I have a feeling that mine isn't up to HL level but I'm already at the end of DP1.
  16. Well, in my school we also have internal deadline for the extended essay, but that is in the beginning of IB2, like a week after IB2 has started. But we also have other deadlines, like handing in detailed plans, drafts etc. If we don't hand in our EE on time, our IB coordinator won't registerus for any exams. I think this varies from school to school though and also the rules might be changed form year to year so I suggest you ask your IB coordinator about this, he may give you a more accurate answer.
  17. hey there I was just wondering if it is normal for other IB schools to put an internal deadline on the Extended Essay in IB1. Our IB coordinator has set our deadline at the end of IB1 and if we do not live up to this internal deadline, we would fail the IB. He has done the same with many other IA's that we have done, and he has given us all of these IA's during the period of our exams stressing us out completely. If I do not complete my EE this year, can he actually kick me out, even though my grade average is 6 and I barely have any absence.
  18. glad it works out for you
  19. Switching my flight would cost a lot of money which I dont want to waste and i dont see why i would have to waste it. My biology teacher told me that I can just do my experiment at home, or before i fly home and then write some of my IA and then get some feedback on the Wednesday after my return.
  20. I'm required to do a TOK presentation simulating the real life TOK Presentation.However, I'm still confused on how to make the flow of the slides and how it should be done with what kind of sources. I did clarify with my teacher and friends but I'm still having doubts. My current understanding is to find a Real Life Situation (RLS) and craft a Knowledge Question (KQ) which I did already and checked with my teacher. And what I understood on what to do next is to find other RLS to support and counterclaim and answer the KQ eventually with these claims. And I know I also gotta explain how I craft my KQ. I'm still not sure if I got this right, if so or not, can you guys let me know? Thank You!!!
  21. I think you could rephrase to 'To what extent are faith(superstition) and emotion reliable ways of knowing / means of producing knowledge?' I think your structure is fine. Just remember to continuously refers back to this question. I suggest you do that once at the end of arguments, then again at the end of counter arguments. To end the presentation, discuss what your whole presentation means/implies for the real life situation, then for knowledge in general. Good luck!
  22. I got a 7 in HL History 4 years ago, so apologies if my knowledge is dated. HL History is much easier to score a 7 in compared to HL Maths I actually wrote a pretty substantive piece on HL History and why it has a low average score which can be read here: In terms of medicine, it won't disadvantage you having HL History if you have HL Biology and Chemistry, and SL Mathematics. If anything, having a humanity at HL shows you have a wider academic engagement. This can be beneficial in showing you can approach the study of medicine from a different angle. I know someone who wrote their EE on the history of a specific medicine, and another who wrote their EE (in global politics) on the politics surrounding the Ebola outbreak in West Africa. It's things like this that will make you stand out from the people offering the standard HL Biology, Maths and Chemistry.m
  23. Hey all, I was hoping someone could enlighten me regarding the correct way of structuring a ToK presentation. So my real life situation is a theft where the victim blames the misfortune on black magic (superstition) My KQ is: How reliable are faith(superstition) and emotion as sources of knowledge/ways of knowing. I was wondering if this is too generic? Also I am in a group of three so I guessed it would be good to have a broad perspective. Basically it goes like this: Why is faith 'bad' (believing without evidence, dogmatism) Why is emotion 'bad' (obscures judgement, confirmation bias) Why is reason better (scientific evidence, logical) Counter arguments: Why is faith 'good' Why is emotion 'good' Why is faith 'bad' Is this a correct approach ? Also I am thinking of including some videos and maybe interactive elements to keep the audience awake. Regards, Haseeb
  24. Take a look at the sections related to rates of reaction - calculus can be used to extend some of the ideas further. There's also a relationship between chemistry and group theory, but this is dealing with relatively advanced math for high school level, so I don't know if it's a good idea.
  25. You should read the 2017 CAS guide. It explains that CAS "hours" are no longer a thing. (It wasn't a thing for a few years already). Any project or experience associated with "Creativity" is usually in design and/or self-expression. For example, you cannot be simply playing the game. You can however make really organized and coherent editing that use your D&D gameplay to tell a story, make a point, or expression yourselves. You might have seen YouTubers using Minecraft using the games as platforms to do storytelling, which is perfectly acceptable for Creativity. Look at the 7 learning outcomes. Collectively your CAS experiences and project should meet all of them
  26. It would be really difficult for the lizard to survive - its just too big and will require more oxygen and food than is available in the mesocosm. It will even be difficult for insects to survive - I've done a couple of terrarium-type things for different school projects in the past and in all of them the bugs died pretty quick.
  27. Yesterday
  28. Boy are you completely wrong about Obamacare. The impact it has had on entire communities is enormous. The lambasting it got was made utterly transparent by the AHCA. It was clear that the Republican leadership knew that it was vital for their constituents, had no good plans or ideas despite years and years to come up with a proposal, and showed that the ultimate motive of the lobbyists that had them lambaste it and attempt to repeal it was to make more money for companies at the expense of the people.
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