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  1. 2 points
    Paper 1 The purpose of this thread is to introduce you to Paper 1, the Source Paper. Whether you are taking Standard Level or a Higher Level examination makes no difference as, rather unusually, the sources and questions are the same for both examinations. The reason why I'm doing this is that I've came to notice there's a lot of people here in IBS which don't really understand what's required for this paper. There are three Prescribed Subjects assessed in Paper 1: Peacemaking, Peacekeeping – International Relations 1918–36 The Arab-Israeli Conflict 1945–79 Communism in Crisis 1976–8 For each Prescribed Subject there will usually be four written sources and one visual or table-based source. The length of the written sources does not have to be equal, but they will be approximately 750 words in total (including attribution). A variety of sources will probably be used, taken from a selection of contemporary and more recent material. There should be some background information about the writer (e.g. Professor of United States History at Yale; A Russian journalist). In some cases the sources might have been edited and ellipses (usually seen as three dots – …) will be used when three or more lines of text are deleted. In some sources, alternative words will be placed in brackets, if a word is seen as particularly difficult, e.g. ‘belligerent’ [warlike]. Remember that you can use a simple translating dictionary in many IB examinations and you should ask your IB coordinator if you are entitled to have one. When answering a source paper in IB History, you are essentially comparing and contrasting sources against each other to arrive at a conclusion, which you can justify. In simple terms, you are being an historian. Types of Sources: When analyzing sources, the simplest means are often the best. Try using the ‘five question’ approach, also known as the ‘five Ws’: Who wrote the source or produced it? Origin When? (Origin) Where? (Again, origin) Why? (Purpose) For whom? Who was the intended audience of the source? (Purpose) Photographs: Over time the reasons why photographs have been taken have changed. In the 19th century they were used to record an event, or document how someone looked, almost as if the photograph was a portrait painted by an artist. In many of these photographs the subjects have been posed and, whether we realize it or not, when we know that we are being photographed we change our behaviour or our posture. If, in a photograph, everyone is looking at the camera you can be almost certain that this has been staged. You must remember that the person taking the photograph is not neutral and has a particular reason for taking it. Why is the particular photograph above being taken? What is the photographer trying to convey to the intended audience? What is surprising to IB examiners is the number of times in IB source examinations students write that what a photograph depicts is an accurate representation of the events it is recording. The context of where and when a photograph is taken must also be taken into account when analyzing it. There have always been, and always will be, countries that censor what is published in newspapers or books to rewrite history. Just take a look to the way people use photoshop to manipulate photos right now! However, despite their obvious limitations, photographs do have tremendous value for historians in that they can document particular events better than many other sources. A picture of, for example, Hiroshima in August 1945 after the dropping of the atomic bomb on the city powerfully communicates to the world the devastation and destruction of the city. Cartoons: One of the most common non-textual sources in IB source examinations is the cartoon. This type of source can be challenging to understand. Cartoons refer to something that was current at the time, and if you do not know the context of the cartoon and the events or people to which it refers, then you may not be able to understand its message. Cartoons tend to oversimplify the events they are describing, so may not explain the full reality of events. Finally, of course, cartoonists use symbols to represent the characters or countries they havedrawn. For example, what does this image represent? I think we all agree it represents the soviet union right? Another example would be the grim reaper carrying a scythe to represent death. Guys, in the examination the most probable thing is that we will face some symbols that are not really as easy as understand so yeah, basically, be ready. Posters and Graphs: The most important details about these sources are who made them and for what purpose , although the ‘five question’ approach can also be used. There are many different types of poster: election campaign posters, announcements of concerts or events, propaganda posters, military recruitment posters and so on. Students are sometimes surprised to see statistics and graphs in a history source examination, but it is perfectly appropriate to include this type of source, particularly when dealing with any economic theme. Maps and paintings occur very rarely in the Source Paper, but there is no reason why they could not appear. Maps, in particular, can be used to make a political point rather than simply express a geographical reality. Ask the ‘five questions’ and be careful when analyzing a map. Textual Sources: Textual sources are simply too numerous to list, but the most common ones used in IB History source examinations are books, letters, treaties, diaries, newspapers, magazine articles, diplomatic documents, telegrams, written records of interviews, poetry and speeches. In all cases, the introductory lines at the beginning of the source will give you all the information you need to analyze it. Use the ‘five question’ approach. Do not make comments saying that a source has been translated and therefore we do not know if the translation is accurate. Rarely is this a useful comment to make. Nor should you write that, as it is an extract from a source, we do not have access to the entire source and this is a limitation. Neither of these comments is likely to receive credit. Types of Exam Questions : Questions 1a and 1b: These two parts will be worth a maximum of 5 marks together. Remember that there are 25 marks for this paper and 60 minutes to answer the questions. This means that somewhere between 10 and 12 minutes should be spent on these two parts of Question 1. These questions are intended for you to show your knowledge and understanding of the sources. Question 2: This question is worth 6 marks, so how much time do you think that you will have to answer it in the exam? The wording of Question 2 will be something like this:‘Compare and contrast the views expressed about… in Sources A and C.’In other words, what are the similarities and differences in the way that the sources refer to a particular event? Please note that ONLY TWO SOURCES will be used. This question is intended for you to show your application and interpretation of the source. Question 3: This question is worth 6 marks. ? The wording of Question 3 will be something like this: ‘With reference to their origin and purpose, what are the value and limitations of Source A and Source C for historians studying the policies of Gamal Al Nasser. This question is intended for you to show your synthesis and evaluation of the sources. Question 4: It is worth 8 marks. The wording of Question 4 will be something like this: ‘Using these sources and your own knowledge analyze the importance of the Italian invasion of Abyssinia for international relations between 1934 and 1936.’ This question is intended for you to show your knowledge, understanding, synthesis and evaluation of the sources. Kind of a mini essay. This was kind of a brief summary on what you should expect and be prepared to encounter in Paper 1 guys, study study study study study. I hope it was helpful! Bibliography: History for the International Baccalaureate. Paper 1. Pearson. Brian A. Pavlac. 2006. Sources http://intensecogita...e-history-notes
  2. 2 points
    I would suggest talking to your teacher first about your concerns and asking him about how you can improve You're only in your first year of IB, so don't give up yet! You still have so much time to improve and the transition into IB is a huge shock for anybody.
  3. 1 point
    Well, I know IB is demanding, but we should also find time time to relax, socialize and have fun. Anime is NOT the same as cartoon, however it is animated. I have posted this to know what people think about taking breaks, anime, and of course to find people like me who love anime!!!
  4. 1 point
    I am in my 2nd quarter of junior year of IB. Starting from this year, I have been super stressed and literally can not stand it anymore. IOP’s are coming up and all my classes in general are overwhelming me. Is IB worth sticking to? I feel that my health has declined so much, I’ve been super down everyday and family issues are also bad. Would it be too late to drop out to a traditional school or take online classes? How would my credits and grades etc transfer or affect me? Would it be more work to make up missed classes that are required in a traditional school setting?
  5. 1 point
    When you do topic selection just pick something you are good at. Basically if you spend an hour and you can explain the topic in your own words and can understand what the equations/math mean than the difficulty should be appropriate. My topic was 90% in syllabus, ie I could theoretically derive everything from what I learned in class. If you are super confused about what you are doing after just 30 min just give up and pick something new.
  6. 1 point
    I’ve decided to do my Chem IA on the recrystallization of caffeine in tea, but I’m having trouble formulating a research question relating to that. I feel so dumb when it comes to science, so any help is appreciated! 😄
  7. 1 point
    I mentioned related rates and parametric equations and they could be very strong starting points.
  8. 1 point
    The only thing in your way is that IB asks that books have sufficient literary value. Obviously that's subjective. I've never had the book, there's a chance that whoever marks your examine doesn't think it has literary value. I don't think they'll fail you for that, but it's a risk, and it's almost certainly not doing you any favours.
  9. 1 point
    You should ask your coordinator for boundaries. I estimate that 9 to 10 out of 34 guarantees a pass on EE. I estimated this from knowing that C is 14-20 for May 2018 and then guesstimated from there.
  10. 1 point
    If you end up doing non-productive things on the computer/phone, just try to do the assignment on paper. When you do need to use the computer, set a time limit and know exactly what you need to find. For example if you are writing an English essay and need some references. On day 1 you can go for non-academic sources, such as crashcourse or sparknotes/cliffnotes and say that may take 40 minutes. Then you jot down, on paper, some ideas or analysis to use, with the book at hand, citing specific quotes or lines from the work. On day 2 you can look up academic sources, for example you may be given access to some research paper archive or database, and you can look up what others have found on this topic. This may take say 1.5 hours, and that may be all that you can spend on the assignment that day so just straighten out some approach or key points you want to introduce and think about how to organize the essay in general. On day 3 you don't really need the computer and can write a draft. Day 4 you can type up the draft, do some revising and you should be 90% done. Do some final revisions and you are good to submit on day 5. This model should take about 7 hours to write an essay and is much better than trying to write an essay for 7 hours in one go, with research and revision included. For homework on some other subjects, by a similar note, you should do them on paper and prevent yourself from using computer to look up youtube explanations. You should primarily refer to textbook or your notes. Hopefully you will then take better notes so decrease reliance on technology. This could also mean using an actual calculator instead of using a spreadsheet or online calculator for math/science homework. Whenever you work on the computer, make sure you are with someone who's highly self-disciplined so they can remind you to not be distracted too much when you are unable yourself. This may mean study sessions in a group. However, I emphasize that you should look for people who are highly motivated, not using the time to procrastinate or gossip as a group. TL;DR you need to make study sessions effective by knowing what you need to accomplish for the day, and spread a big task across several days. This also mean for subjects with a lot of problem solving questions, eg math and group 4, you need to do them everyday so they don't pile up. I know what I proposed is somewhat extreme and caveman-like, but desperate time calls for desperate measures.
  11. 1 point
    I'll give some practical tips: start listening to Coffee Break French, choosing an to start an episode that's at or slightly below your level. It's fun, and you'll learn tons. You're in Pre-IB; relax; getting a C may seem like the end of Universe as you know it and but I promise: 1. it will not matter in the long run–French is useless anyways (haha jk I'm currently learning French and love it; it's not uselesss) 2. you have lots of time to work on your French. Coffee Break French, seriously I can't recommend enough. It's free and available on whatever your preferred medium for podcasts is. Anytime you don't understand in class, ask the teacher to repeat it. It may seem embarrassing but I promise it's not. If you want it, other kids want to ask the same thing. The teacher should then make sure that the whole class understands. Sometimes even forcing language teachers forget that they can't talk a lie a minute. If you're really eager you can try HelloTalk but that's a bonus. (just a comment from me: If it's French II, you're teacher should not be teaching grammar in French. That's stupid if he/she only teaches grammatical points in French.)
  12. 1 point
    When you "begin" (loosely speaking) to learn a language, start with vocabulary and basic tenses. There are several websites online that show you technique to memorize about 500 vocab words (or just a list of words to know), and if you are not a beginner you probably know more. Important are the prepositions, pronouns (eg ce qui, lequel etc) and some common verbs. The adjectives and adverbs are often derivatives of these and/or incredibly similar to english. It's strongly recommended that you read french material at your level. Basically if you are just starting to read in french, any kid (say 3rd grader)'s fiction book should do. It's confusing because the things you learn in class might not be the most natural or efficient or even useful way to learn a language. So you have to dedicate effort outside of the curriculum if you really want to do the IB. Later as you become more aware of sentence structures. You can keep a notebook of interesting sentence structure you see in your reading and begin to regularly write few sentences daily in French. If you write a 3-5 sentences a day, over course of a year and before you enter IB you would have written equivalent length of 20 or more 400 word essays. Listening is not tested in IB (or not heavily tested, as you do need to understand your teacher in the IB orals) so it's ok if you are not need to be strong in that aspect, but in French class you should try to speak to others in French just to reiterate the sentence structure and vocab you have been developing. It is somewhat ironic that in French class you get most exposure to the least important component in IB exam, but ideally that reinforces other aspects of learning a language.
  13. 1 point
    Hiya For those of you who are struggling to think of a maths IA topic, here are a few examples: (all content taken from Ibmathsresources.com - even more ideas and info re the exploration on there.....) Example Maths Studies IA Investigations: Correlations: 1) Is there a correlation between hours of sleep and exam grades? Studies have shown that a good night’s sleep raises academic attainment. 2) Is there a correlation between height and weight? The NHS use a chart to decide what someone should weigh depending on their height. Does this mean that height is a good indicator of weight? 3) Is there a correlation between arm span and foot height? This is also a potential opportunity to discuss the Golden Ratio in nature. 4) Is there a correlation between the digit ratio and maths ability? Studies show there is a correlation between digit ratio and everything from academic ability, aggression and even sexuality. 5) Is there a correlation between smoking and lung capacity? 6) Is there a correlation between GDP and life expectancy? Run the Gapminder graph to show the changing relationship between GDP and life expectancy over the past few decades. 7) Is there a correlation between numbers of yellow cards a game and league position? Use the Guardian Stats data to find out if teams which commit the most fouls also do the best in the league. 8) Is there a correlation between Olympic 100m sprint times and Olympic 15000m times? Use the Olympic database to find out if the 1500m times have go faster in the same way the 100m times have got quicker over the past few decades. 9) Is there a correlation between sacking a football manager and improved results? A recent study suggests that sacking a manager has no benefit and the perceived improvement in results is just regression to the mean. 10) Is there a correlation between time taken getting to school and the distance a student lives from school? Normal distributions: 1) Are a sample of student heights normally distributed? We know that adult population heights are normally distributed – what about student heights? 2) Are a sample of flower heights normally distributed? 3) Are a sample of student weights normally distributed? 4) Are a sample of student reaction times normally distributed? Conduct this BBC reaction time test to find out. 5) Are a sample of student digit ratios normally distributed? Other statistical investigations 1) Does gender affect hours playing sport? A UK study showed that primary school girls play much less sport than boys. 2) Investigation into the distribution of word lengths in different languages. The English language has an average word length of 5.1 words. How does that compare with other languages? 3) Do bilingual students have a greater memory recall than non-bilingual students? Studies have shown that bilingual students have better “working memory” – does this include memory recall? 4) Investigation about the distribution of sweets in packets of Smarties. A chance to buy lots of sweets! Also you could link this with some optimisation investigation. Modelling using calculus 1) How can you optimise the area of a farmer’s field for a given length of fence? A chance to use some real life maths to find out the fence sides that maximise area. 2) Optimisation in product packaging. Product design needs optimisation techniques to find out the best packaging dimensions. In terms of secondary data: Secondary data sources: 1) The Census at School website is a fantastic source of secondary data to use. If you go to the random data generator you can download up to 200 questionnaire results from school children around the world on a number of topics (each year’s questionnaire has up to 20 different questions). Simply fill in your email address and the name of your school and then follow the instructions. 2) If you’re interested in sports statistics then the Olympic Database is a great resource. It contains an enormous amount of data on winning times and distances in all events in all Olympics. Follow links at the top of the page to similar databases on basketball, golf, baseball and American football. 3) If you prefer football, the the Guardian stats centre has information on all European leagues – you can see when a particular team scores most of their goals, how many goals they score a game, how many red cards they average etc. You can also find a lot of football stats on the Who Scored website. This gives you data on things like individual players’ shots per game, pass completion rate etc. 4) The Guardian Datablog has over 800 data files to view or download – everything from the Premier League football accounts of clubs to a list of every Dr Who villain, US gun crime, UK unemployment figures, UK GCSE results by gender, average pocket money and most popular baby names. You will need to sign into Google to download the files. 5) The World Bank has a huge data bank - which you can search by country or by specific topic. You can compare life-expectancy rates, GDP, access to secondary education, spending on military, social inequality, how many cars per 1000 people and much much more. 6) Gapminder is another great resource for comparing development indicators – you can plot 2 variables on a graph (for example urbanisation against unemployment, or murder rates against urbanisation) and then run them over a number of years. You can also download Excel speadsheets of the associated data.
  14. 1 point
    History seems like the straightforward answer, but if your teacher advises against it... It might work for Design and Technology? I'm not sure. Speak to your coordinator about it, hopefully they will help.
  15. 1 point
    Share a short greeting that we can use when we meet people from other countries! I'm Korean so I'll share a short greeting that is commonly used in Korea 안녕하세요 pronounced ahn nyeong ha seh yo meaning Hello (polite/formal version) which can be shortened to 안녕 (ahn nyeong) when used informally 만나서 반갑습니다 pronounced man na suh ban gap sup ni da meaning nice to meet you (formal version) which can be shortened to 만나서 반가워 (pronounced man na suh ban ga woh) (informal version to a friend)
  16. 1 point
    Just putting it out there first, I am quite on the fence for this topic. But hey, I still believe that there is some worth in discussing this topic. So, I will just take a pro-life stance for today! When I first read this statement, I found it to be profoundly ironic and self-contradicting. The writer believes in pro-choice whereby humans are given the freedom to make an independent decision, yet he believes the child, who lacks the ability to voice out his opinions, should be robbed of this privilege in which the writer strongly advocates in his post. Also, doesn't anyone else find it slightly disturbing that we, as humans, have degraded to such a repulsive state where we do not take any form of responsibility for our very own actions? A baby is not an inanimate object, like a worn-down toy, that should be carelessly disposed of. Rather, the child should be treated with the same respect that we show towards our fellow human beings. Essentially, the point that I am bringing up is that we should take full responsibility for the consequences of our actions, for it is simply unforgivable to take the life of another human being because she "simply does not want a child". Just my two cents on the matter..
  17. 1 point
    idk if this is too late but i do..... i'll leave a link to my myanimelist profile bc im a loser https://myanimelist.net/profile/holyolyoly
  18. 1 point
    There are quite a few exemplars online, but I guess I'll share how I formatted mine: Intro, method, data, analysis, errors+limitations, eval+conclusion, references Good luck!
  19. 1 point
    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.
  20. 1 point
    And you get to this point where you simply watched too much to even count...
  21. 1 point
    Use this link and just change the numbers to whatever chapter you need, so this is for chapter 14. Get it? http://fdslive.oup.com/www.oup.com/oxed/international/maths/slws14.pdf?region=international
  22. 1 point
    The word count includes the body and does not include • the abstract• acknowledgments• the contents page• maps, charts, diagrams, annotated illustrations and tables• equations, formulas and calculations• citations/references (whether parenthetical or numbered)• footnotes or endnotes• the bibliography• appendices. So the table of contents does not count, but the heading titles do count
  23. 1 point
    Here are some sentence starters to write your rationale: I have chose to create a... (outline task including reason for choosing narrative perspective and text type) In the text/topic, a key theme/idea is... I wanted to express this through... In order to show my understanding of... I have... I have chose to write for... because... One challenge I encountered was... however I overcame this by... Don't be afraid to point out the most obvious things! I find it is essential to identify them specifically, no matter how 'basic' they seem. What is your purpose/aim of the piece? E.g. An informative piece's purpose is to inform and give the audience more information so they are more knowledgeable about issues x, y and z. What does the task require you to do? E.g. Written Task 1 (HL) requires a creative response to a piece of literature.
  24. 1 point
    The knowledge issue with this topic is whether the information on the internet is reliable enough. You've probably heard about companies changing their own Wiki's and actions alike. How can you determine the reliability of information on the internet? I would recommend a PP, especially since you're on your own. However, keep it simple. Use a plain format, and don't use too many pictures. You could also make it interactive by for example altering a Wiki entry with false information just to emphasize the unreliability of the internet. Alter the wiki entry of Miley Cyrus 5 minutes prior to your presentation with weird info, and than show the entry to your class. It should be fairly easy to relate this topic to other areas of knowledge, especially sine every area of knowledge is represented on the internet. Use examples like 4chan.org for ethics and the modern day internet slang (www.urbandictionary.com) for language. Hope I've helped you a little with this.
  25. 1 point
    Am I assuming this is only for US students? 'Cause I'm definitely not writing the SAT haha

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