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  1. 51 likes
    For the last few months I've been volunteering at my daughter's high school to help the 12th graders review for the International Baccalaureate (IB) Maths Standard Level Exam in May 2015. In the process I produced these review notes that I thought could be useful to other students preparing for the exam as well. Review Notes for IB Maths Standard Level I'd be grateful if you email me with any mistakes you find so I can correct them. Best of luck on the upcoming exams.
  2. 39 likes
    The title is pretty much self-explanatory (lol) but if not, this is a post about writing an a1 language ee, primarily focused on english obviously, and based largely on personal experience. If you have any questions about this post (turned out longer than I expected!) or the ee itself, send me a message. Also, if you have a draft and are looking for feedback, I might be able to help. Ground rules first - you need to have a good grasp of your the language you are writing your extended essay (latin and ancient greek possibly excepted) -- and this probably means a good grade in the relevant class. Choosing good supervisor, and one you are on good terms with, is also a good idea. You should download the Extended Essay guide as soon as you have decided on your subject and read the introductory bits, as well as the parts specific to Group 1 languages, several times through. You should also probably set up a folder on your computer for extended essay related files - I have for subfolders 'resources', 'example essays', 'quotes' (from the book I used), and then the various stages of the draft. Organization will eventually become key in the process - you'd be amazed at how many people send off the wrong version of their essays, year after year, and even more waste dozens of sheets of paper printing different versions. The extended essay can probably claim the dubious honor of being effectively responsible for hectares worth of deforestation. Also, there are two categories of extended essays in group 1 - involving writing in its original form, and involving a comparison between writing in translation (or from a foreign language, if you speak it well) and writing in its original form. I wrote the former, so this guide will probably be biased in that direction. Won't hurt to read it though. On to the process. I'll set it out as a list because it's easier to read in pieces (quantized form, as my physics-filled mind suggests), and because it's easier to find the place you're at for reference. Choosing the text(s). Some people will suggest choosing the literature you love best, but as this generally tends to be either Tolkien or Rowling (or, god forbid, Meyers), I wouldn't recommend it. Enthusiasm is no substitute for originality and literary value. You are best off going, I think, for a little studied and recent novel that won't have been critically exhausted but is clearly literary. Your supervisor can probably recommend some good books; (more or less) contemporary writers to look out for include Isabel Allende, Margaret Atwood, Jonathan Franzen, Ian McEwan, Mario Vargas Llosa (nobel 2010), Haruki Murakami, Zadie Smith, Philip Roth, Gabriel Garcia Marquez, and David Mitchell (off the top of my head). Looking back I realize it would have been far easier to compare two books - look for a common theme, motif, etc. - and another good idea is to find a point in the critical context you can argue with. The classic example of the latter would be proving/disproving racism in Heart of Darkness, which, by the by, I seriously counsel you against doing. Classic texts have been done so many times that the examiner will be annoyed and most likely you will end up repeating something that has been said before. That said, you should try to find text(s) you like. Drama and poetry are interesting in this sense because you can achieve quite a bit of comparative depth and you won't necessarily be unable to look at the texts involved when you're done - novels are probably harder to deal with, if ultimately more rewarding. Research (i): the text(s). First thing to do is to read the novels, plays, or poems you are looking at. And then read them again. I have an odd phobia of highlighting or even breaking the spine of for that matter anything that's been printed, so I copy out entire quotes and make notes on them in a word document. Takes forever - but it helps understand the novel, and it makes writing the damn thing a lot easier. Whatever works for you - make liberal use of post-its, highlighters, or keyboards in your quest to form a complete understanding of the text(s). Understanding the text (henceforth referred to in singular) also implies understanding the critical context, which you will need to briefly outline in your introduction and probably refer to in your arguments, so try to find university documents and stuff like that. Also important to understand the literary context a little bit; intertextuality is basically in every book you read these days, to various extents. To writers like Joyce or Eliot intertextuality is not just useful, it's fundamental. Research (ii): extended essays. The other thing you should probably get familiar with is the general way extended essays work. We have a decent database; other than that, your supervisor might be able to give you some examples. Ask her also for the examiner's report, which gives invaluable feedback in terms of what to avoid. In terms of the examples, read both the really good ones and the really poor ones, and maybe make some notes on what people did right/wrong. Timing. This is somewhere between more crucial than people think and not as crucial as supervisors claim. For example, not doing it during the summer is not really a problem, unless you enjoy sleeping. If you're smart you'll do it during the summer, if you're lazy and/or otherwise preoccupied, like I was, you can get away with doing it later. More important is doing it in one bit. You can't do bits and pieces and over the courses of months end up with a good ee -- to some extent you have to be able to hold everything you have written/are going to write in your head during the process. My suggestion is to finish it in a week or two, after you have completed all the research and so on, and work on it intensively. After maybe one round of corrections, maybe giving a printed copy to your supervisor and changing it a little, set it aside for two weeks. This tip I technically learned from Stephen King, who apparently does it when he writes his books. How well it works for him is debatable; what is not is that setting the essay aside is an invaluable aid in getting a detached and objective perspective. Be heartless with your essay when you're correcting it. Ask random people you know who are good at English (this forum might be a good resource) for feedback, even if it's just so much as whether it feels like an A or a C. Redrafting and timing sort of go hand-in-hand - for example, the earlier you finish it, the more time you have to redraft. My best guess is that about 65% of your final grade is how good the first draft was, and the other 35% how well you revised. The implication, of course, is if you play the deadlines right you can get almost a third of the marks (12 points of 36) just by polishing it properly. That's more than the difference between a D and a B. Organization. As I mentioned before, it's a good idea to have a folder on your computer to organize the relevant files. A physical folder is a useful addition - first because it's a pain flipping back and forth between word documents, second because you can highlight, post-it-mark, or otherwise annotate printed notes, and third because it's nice to have a copy of it all afterwards. Depending on how the process goes you might also feel like destroying everything to do with the extended essay after it's handed in, in which case it's much more satisfying to burn a lot of physical papers than pressing the delete button. Research (iii): research question. This is probably the hardest part of the entire process. When I wrote my extended essay I had a sort of essay written without a research question at all, and then I was trying to reverse-tailor it to make it make sense. Didn't come out to well (ended up rewriting the entire thing from scratch!) so my advice is get a solid research question phrased and set in stone even before you begin your essay itself, especially considering it has to form the basis of the introduction. Freewriting (see next point) is quite useful for this stage of the process, but apart from that it's purely a question of writing down and crossing out ideas. With luck you should be able to bounce a couple off your supervisor, but mostly it's a solitary process, and here past extended essays as well as the IBO's guide will come in useful. Make sure it has a self-evidently literary focus - key words like theme, motif, lexis, etc will help you in this respect - and also that it's not too long or awkwardly phrased. Freewriting. You can probably google this and find out a fair bit about it, but the fundamental idea is to set a timer - 10 minutes at least I'd suggest, 25 at most - and write fluidly, non-stop, for the whole time. The idea is to leave behind all considerations of form, structure, elegance, eloquence... and just write. The brain is a much faster instrument than the fingers, so after a while - almost magically - you'll find that it's harder to get everything down on paper than keep writing for the set time. Freewrites can be extremely useful for brainstorming and planning essays, and when you realize that after a couple of 25 minute freewrites you basically have around the 4000 words you will need at the end, it makes the whole task seem much easier. The best way to mine freewrites, I find, is either to bold sections you might want to use, and maybe collect these arguments in a document dedicated to setting out the structure, or to use comments (i.e. in MS Word) for bringing attention to the most important ideas. The thing about freewriting is it's completely customizable to your needs - some people like using them, some people don't, and a lot of people use them in a completely different way from me. Like everything else I say in this document, take it with a grain of salt. These are my ideas, developed out of the failures of my own extended essay writing process, and in the end, they really are only mine. Writing. Getting down to the actual writing process can be a bit of a pain. I tend not to work in my collected ee document simply because it's large and messy - I copy and paste out into a "current" file which helps me work more cleanly, and also lets me keep an eye on the various word counts. Apart from that the best thing is to remove distractions, get prepared with some water and a coffee if you like, and get to writing. Turning off the internet is probably a good way to keep facebook out of the equation, but it can slow you down when you need wikipedia or google. Personally I just killed the internet because I wasn't able to control myself, but this is another area where you should find whatever works for you. Another good idea is to read what you're writing aloud to get more of a sense of the rhythm and the diction of the whole thing. You have a lot of elements to balance - tone, syntax, sentence length, literariness, conjunctions, etc - and it can get a bit lopsided sometimes. My sentences tend to come out long and complex, because I write the first half and then look at something else and then look at the last few words and keep writing and so on. It's best to keep the essay tight and flowing easily, and conjunctions are especially important here. However is useful but it sounds less clumsy if you don't start sentences with it (i.e. This point, however, must also be considered in light of...); furthermore and moreover are best used sparsely. Other good words or phrases to keep in mind, in the interests of variance: nevertheless, at the same, doubtless, regardless, in retrospect, therefore (use like however), whereas, nonetheless, similarly. Structure. If you've seen the examples you'll have realized that there's no really set pattern here (apart from what the IBO requires of you). I used subheadings to make the essay easier to read and understand, but mostly, to be honest, it was helpful for breaking down the actual writing process into bits. It's best (though not always possible) to have a clear relationship between consecutive sections, and since the essay must be structured as an argument sections can help you make the development of thought clearer. Purely technical points include having the abstract on a page of it's own, putting a page break after the contents page, etc. To make counting the words easier, I had an excel document with three columns - name of section, anticipated word count, and current word count - with autosum functions at the bottom of the latter two columns. As I changed a section in the "current" page I would keep the word count file updated, so I always knew where I was with respect to the word count - and this also helps with the writing, that is, knowing how many words you intend to 'spend' on each section. On the subject of word counts, briefly -- you should keep it under or at 4000; there's a certain symmetry to hitting the target perfectly but also consider the fact that this has absolutely no importance in the grand scheme of things. Examiners will only count the number of words if it's obvious you've given a false one (i.e. far over or far under), so high fidelity is not particularly essential. I would counsel you against, however, actually citing a word count about 4000. Examiner's get paid by the document and they are, at least in our imaginations, easily irritated. Deal with them as you would with an angry wild beast - take no risks. Introduction. The IBO criteria in this respect is quite clear: your introduction must not be the same as your conclusion. The main focus should be your research question and why you've chosen it, and the word 'significance' is best mentioned here explicitly to hit the criteria. You can give some critical context, and I'd suggest mentioning the sources you are going to be citing in your actual essay. If your text is not well known, and it's probably best if it isn't, you can also use the introduction to give a brief (brief!) summary of the novel's themes, topics, ideas, et cetera. It might be a good idea to go back to the introduction once you've written your essay, maybe mention the main points or structure of the argument in some way, but avoid implying your conclusions - the understanding of the reader should develop with the essay, and the introduction is more of an orientation marker than a summary of the essay. You already have an abstract to write for the latter. Citations and references. Again, the IBO gives you a lot of freedom in this area, partly because it's an international curriculum, and probably also because if they made it stricter people would invariably mess up. The basic idea is to choose a citation system early on, maybe indicate it near the top of your biography - standard are stuff like MLA, APA, or Chicago. There's a great website which allows you to automatically generate them and it's quite useful, but be sure to make sure the formatting is correct when you've actually pasted them in. Footnotes are probably better than endnotes, and using inline references is intelligent as well (e.g. Leavis insisted that criticism should involve the shaping of contemporary sensibility (Bilan 61)). Page numbers in your main text could be accomplished with just the number in brackets, though if you have multiple it might be a bit more complex. Using footnotes for page citations is awkward and wasteful; and since examiners aren't required to read footnotes, it would not make sense to write anything crucial to your argument there. I used mine mostly for clarification or context; some people avoid them altogether. The actual bibliography is a must, though, and avoid web pages here - especially wikipedia and sparknotes. If it looks a bit thin, you might be able to through-cite using the wikipedia bibliographies at the bottom of the page. Conclusion. Your conclusion is supposed to be neither a summary of your arguments nor a reiteration of your introduction; rather, it should be a new 'synthesis' in the light of your arguments, whatever that means. There's a fair bit of freedom in terms of the relative sizes of your essay's components - my introduction and conclusion were both fairly long - but I'd suggest having around 400 words here at least. It's a good idea to recycle some of the key words of your argument, as well as those integrated into your research question, and if possible mention a nice point that follows from your arguments but is not necessary equivalent to them -- something that's not included in your abstract and makes the essay worth reading; to give it a bit of shine, so to speak. If you're aiming for the highest grade it would be good not make a point that is too obvious, if that makes any sense. The ee is a very long process; it would be nice to come up with something original and interesting in the final part of your essay. But if that doesn't sound like you at all, don't sweat. As with IB labs, it's more about the process, the various components, than the final result. Abstract. The IB has pretty stringent requirements for the abstract, which you should follow to a T, including the word count. If you've followed my guidelines as well, this should be a fairly easy part of the essay, since all you're doing, essentially, is summarizing your ee's arguments, preferably in the order the essay presents them. Take your time here with the language and the construction of the sentences; this is like the cover of your essay in a lot of ways, and a good abstract can inject coherence into a very poorly organized essay. Your abstract, unlike your introduction, will also contain your conclusion, and for this reason it will force you to shrink down your entire essay into it's fundamental lines. Re-reviewing it after writing the abstract is recommended; it may change how you see some parts of the organization, and how the argument flows. Revision. If you time it properly, you should have a lot of time left for this (I didn't!). You will also, probably, be completely sick of anything to do with the damn document. But force yourself to come back to it, at all costs, and it's a good idea to print out copies for hand-written corrections. Ask your teacher to do this for you; ask your mother, etc. Then go back and work on the document itself. If there's a paragraph you think really doesn't work well, take it out, open a new document, rewrite it differently and put it back in. Being able to look at a small part of the essay at a time will make revising it seem like a far more manageable task. Another useful tip is to describe each paragraph in one, or at most a couple, of words. For some this will be easy; for others, almost impossible. That gives you an idea of how structurally rigid your essay is, how clearly the arguments follow each other, and how well you have paragraphed. It should also - hopefully - give you a direction in which to revise. Divide paragraphs that are made up of two distinct ideas; and, obviously, join two that are made up of one. Above all, leave yourself sufficient time for revision, and try to come back to it with new eyes. If you worked on it very intensely for a short period of time (like me: one weekend) you will basically know long passages off by heart, and your ability to look at it objectively will be completely gone. All it takes to regain that is to wait. Finalization. Eventually, in a moment of breathless, orgasmic joy, you will realize that it's time to finalize and submit your ee. Drink some champagne. Make sure the readability of the essay is good (i.e. large spacing, no weird (orange, yellow) colours, headers and footers all sorted out -- that you have your name, candidate number, page number, and various other details on each page. Read it over one last time, in a printed version, and do it very slowly. I guarantee you will find a typo. I had a really embarrassing one I only caught after I had sent it off. It didn't kill my grade, but it probably didn't help, so if you can avoid this ... do it. Then, print it off (probably a good idea not to double-side the final copy) and be done with it! PS - This post is about 3600 words long. The 4000 word target is not that bad, really!
  3. 27 likes
    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
  4. 26 likes
    Here are some tips that I think will help with formatting paper 2's for language B. Sorry it's not very well edited. Paper 2 Tips Overarching tips: -Register: Who are you talking to? Should you use “tu” or “vous”? Are you being subjective or objective? -Linguistic elements: Always remember to include a variety of tenses and colloquial language. However, when considering tenses always make sure to stay consistent and match the tense that the prompt requires. -Structure: For structuring, always make sure your paragraphs are cohesive and transitions are solid. As Lower would say “Give their eyes a break”. -Principal ideas: This is very important. So important it needs to be bolded. STAY ON THE SUBJECT. Do not deviate from the subject and make sure you UNDERSTAND what the prompt is saying. Don’t write on it if you don’t understand a word that you feel is the key word. Start underlining the prompt while reading it, picking out key words and phrases. Be sure to use these phrases within your paper. Journal entry -Make it familiar: Journal entries are usually seen as more intimate than a letter. You can write it in letter form, or you can have fun with it. Write diagonally if you feel that it will boost the score (who knows sometimes it helps). If you are writing a letter begin with a familiar phrase such as “Cher journal” or “Mon cher ______”. - Utilize mainly past tenses and future tenses: A journal entry is usually kept simple, as it is a recollection of an event that has recently passed. Remember to talk about what happened and what will happen and what you’re feeling. - Cute pictures: No I’m not even kidding. Draw pictures. It helps with the aesthetics. - Date and signature: This is a journal. Always remember to date a journal entry and sign it. This should be located in the upper right hand corner usually. Remember everywhere but the US uses dd/mm/yyyy. -Ask self-questions: You’re being personal here. Ponder. Do some soul searching on paper. It’ll show the grader that you actually have a soul and emotions . Talk about what you fear, what you hope for, what you dream of. You know, the works. -Name journal (optional): Give your journal a name “Chere mon petit Bob”. Formal letter -Formal: Well…considering this is a formal letter. USE VOUS! You have no choice. Sorry. End of discussion. - Formatting: In the opening, don’t use “cher” just open with “Monsieur” or “Madame”. Always include the address for both you and the other person. Make it up. Also include appropriate dates and times. - Vocabulary: You can throw in s****y words here! Do it!! Don’t forget transitions. - Objectivity: This isn’t personal. In contrast to the journal entry, you don’t get to use the pronoun “I” too much here. Don’t go into your experiences. If it’s a formal letter, the other person will not care. Imaginative discourse/speech -“It has to be deep”: Not really though. But a speech should be thought provoking. So write in a way that provokes independent thinking of the grader. These are one of the harder essays to write but if you can get the grader to think about what he/she is reading in a way that is independent of what you have on the paper, you’ll major points. - Be persuasive in your arguments: You are making a speech. Odds are, unless you’re a crazy lunatic, this speech is to a crowd. Make it good. - Use “vous”: Just assume your speech will have more than one person listening to it. - Utilize proper salutations: Remember, crowds = plural strangers. You don’t know them. Don’t write like you do. -Subjective opinions: More opinionated writing. Yay! Make it some good opinions. You’re going to want to come on fast and strong. You only get one chance to get your ideas across so write it loud and proud. -Artistic effects: Exclamation marks!!!!!!!!!!!!! Make it exciting! Roar! Informal letter -Format : Use « tu ». You’re not writing to your school superintendent. Also use informal language. - Proper salutations and closing : « Bisoux » is quite normal for a closing. Try mixing it up “chaleureusement” (with warm regards) and “bien a toi” (best wishes) are some better ones. -Format: Always date it, it may be informal but it’s a letter. Use your first name to enhance familiarity. Address it as you would. - Friendly: Ask them questions. You want to get everything you want to say in this letter. Ask them about their lives, their work, their friends, their family. (Don’t be a creep) - Subjective: This is your friend. You can throw your opinions in there. -Experiences: Maybe you have some experiences with this friend of yours you can share. Make them up. Brochure -Format: Fold the page. No, really. Fold the page as you would a real brochure. Draw some pictures. Change up the font. -Give personal opinions: In other words, make up quotes. - Make it dramatic: MORE EXCLAMATIONS! And use figurate language. Over exaggerate. Propagate! - Organized: Don’t write paragraphs. Nobody wants to read that in a brochure. Make bullets and bold face them. Then if you need to write the description on the back. Make your space organized and make it seem well thought out. - Command form: You’re going to want to say “come” so use “vous”. - Be sure to include contact info, prices, phone numbers and other necessary information about the business the brochure is propagating. Newspaper article - Well structured: Vous. Always vous. You’re a journalist, be professional! And use past tense. This is a story you’re telling. -Be sure to refer to school/city/organization if you’re making up cites and sources. -Subjective: Once again, if you need to, make up some quotes from people who are biased. It makes your essay stronger. -Change the fonts: Imagine a page off the newspaper. If you’ve never seen one now’s a good time to go look. Make sure you have COLUMNS when you write. - When you end the article end with the date followed by your first and last name.
  5. 24 likes
    For the Math Studies IA the student is to pick 2 variables they believe are related to each other in some way and test this using statistical analysis calculations. You can literally pick any two variables. I for example chose how many hours people play video games on average per week and the amount of words they could remember in a 1 minute interval. You want this to flow like a story, no one wants to grade something where you just throw numbers at them. Explain what they mean. Explain why you did this (I don't care if it's simply saying you simplified a fraction, do it). I'm not saying the graders suck at math, I'm saying that you don't know who's getting it so assume your grader is an idiot. Here are the criterion and for each one I'm only going to post the most points possible because you want a 7... Criterion A: Introduction 2 The student produces a title, a clear statement of the task and a clear description of the plan. - Don't make a dumb title. Make it relate to your investigation. I should be able to read your title and know 3 things. Both of your variables and your guess on if they are related or not (gives drama to a math IA sort of...on a nerdy level). - Your statement. It should be explicit. It should be clear. It should outline what you are going to do with the 200 numbers you a likely to collect. I should now know 4 things. Both of your variables, a small prediction, and the math you plan to do to it. - Now to make the grader happy (happy grader=happier grading, yes it's bias but you might as well use it for your advantage ). Make an introduction. Make it like a story. Maybe there is a reason you chose these variables? Are you interested in something about them? If they are related to sports for example, did you pick them because you love that sport? Explain these things. Also you can give a brief explanation of WHY you think they should be related. You're testing this after all, always fun to start with a guess and be proved wrong Criterion B: Information/measurement 3 The relevant information collected, or set of measurements generated by the student, is organized in a form appropriate for analysis and is sufficient in both quality and quantity. - Alright, quantity. It's vague I know. Let me say this. Chi Squared test=100 data points. Just go get 100 sets of data and you're set. - Put it in a chart for the love of god. A nice columned chart (if you are doing Pearson's/Linear Line of Regression you may also include the xy, x2, y2 and the averages/totals you will need later) - Relevant information...if you stated your variable was flight distance, don't collect how far the car traveled... Criterion C: Mathematical Processes 5 The student accurately carries out a number of relevant sophisticated processes. - Simple and EASY 5 points. Do at least 2 calculations, do 3 even! Chi-Squared, Pearson's, Linear Regression Line. If you know how to do those 3 and do them correctly, perfectly, you just got yourself a free 5 points! DO IT Criterion Interpretation of results 3 The student produces a comprehensive discussion of interpretations and conclusions that are consistent with the mathematical processes used. - Don't be dumb. If your Chi-Squared value was way under your critical value, don't say your original hypothesis was right...because it wasn't. - Draw conclusions using ALL the calculations you did. Maybe your chi-squared value says they have no relationship but just barely (just slightly below your critical value, very slightly) but your Pearson's value says there is absolutely no correlation between the points (this is a value between -0.3 and 0.3) - Explain your interpretation. Some people may think that a correlation coefficient of 0.6 is pretty good but other's might think it's terrible. Relate the value to what you collected (this is why it says discuss), are there reasons that your value could be lower than what it should be? You can discuss (if this happens, I don't know if it's even possible) why your correlation coefficient suggests a decent relationship but your chi-squared test says there is none. Which one do you trust more? Etc... - This is where math meets practicality. Be practical. Take the conclusion out of the number world and into the real world. Criterion E: Validity 2 The student has made a serious attempt to comment on both the mathematical processes used and the interpretations/conclusions made. - Why you used the math you did. How valid are the results from the math? did you do it by hand? Did you do it by a calculator? Did you do both to double check your work? Explain what you did to ensure that your math is perfect. Criterion F: Structure and Communication 3 The student has produced a project that is well structured and communicated in a coherent manner. - STORY. This needs to flow. I know it sounds weird, stories in a math class, but you can make a coherent IA. You did it for your group4 IA after all - This is grading you on how you connected the math to the real world and how you communicated the numbers but as words and sentences. Criterion G: Commitment 2 The student showed full commitment. - How do you get these 2 points? Make an IA that LOOKS like it took more than 2 hours to make (you could BS data and do this in 2 hours, but you didn't, did you?). Things that show this are the collecting of 100 data points. Taking the time to make the story flow. Adding in background information in the introduction. Spell/grammar check the dang thing. If there are errors you obviously weren't committed enough to proofread... If you have more questions or still don't understand something related to the IA itself feel free to ask. Any specific math questions (questions regarding Criterion C and involve numbers) should be asked in the Math Help Thread Edit: I've continued to get messages regarding personal cases and, as much as I'd like to help, I do not check back here often. That being said - Send me a message with the understanding that you can't rely on my reply. Apologies.
  6. 23 likes
    Menu Exam Tips Data-Analysis Questions Revision Links Exam Tips These are some tips to tackle Biology questions with respect the action verbs. (BTW, this is taken from the Oxford Biology Study Guide pp.178). Before we start with this, you need to know that there are three types of examination questions; - Multiple Choice Questions (Paper 1): You choose the answer from four possible choices. Read them all, eliminate any unwanted answers to narrow them down. Always give answers and never leave questions empty. Leave the hard ones till the end and focus on the straightforward ones. - Structured Questions (Paper 2 + 3): Each question is broken down to sections. Answers are written in spaces or on lines. If you run out of space, complete elsewhere on the examination sheet itself, but clearly indicate where you wrote the rest of the answer. In paper 3, you are allowed to have extra paper. The marks are alloted at the end of each question; useful for you to know how many points and details to include in the answers. An example on this type of question is the data-analysis question (beginning of paper 2). It requires you to analyze graphs and compare results. (See Data-Analysis Questions). - Free response questions (Paper 2): These questions require long and detailed answers on lined paper. You are the boss on the style of answer (whether the prose - best choice, tables, carefully annotated diagrams..). Usually the questions will direct you. Sometimes ( Section B ) you are given choices. Read them carefully to choose the question that best suits you and you know you can answer the best. Always follow a logical sequence in arranging your answer and avoid irrelevant information. Try to make your handwriting as much legible as possible. These are the three types of questions. Basically, 50% of the questions require factual recall. So recharge your memories!! . These questions require direct answers start with LIST, STATE, OUTLINE or DESCRIBE. The other 50% invloves expressing ideas that are more complex or involve using your knowledge for things you haven't been taught. These questions usually start with: EXPLAIN - Sometimes it involves giving the mechanism behind things with a logical chain of events. It is a 'how' sort of explanation with 'therefore' being the keyword. However, sometimes it involves giving reasons or causes; a 'why' sort of explanation with 'because' being the keyword. DISCUSS - Sometimes, you have to include arguments for and against something. Try to give a balanced account. Sometimes, you might include a series of hypotheses indicating how each one is without making a final choice. SUGGEST - Mostly never taught. Use your overall biological understanding to find answers. As long as they are possible, they will receive a mark! COMPARE - refer to previous posts to see a detailed explanation. DISTINGUISH - Include only the differences in your answer. Use 'whereas' to help. EVALUATE - Assess the value, importance or effect of something. How useful is the technique/model? What are its impacts on others/environment? Use your own judgment and criticism as long as it's valid and biologically correct. Other action verbs are more straightforward and you'll probably answer them easily. Data-Analysis Questions Ok.. I know many of us suffer from these types of questions (especially me! ). Come to think of it, you have to group some techniques together and practise as much as you can. Practice makes perfect, right? Anyway, these are a few techniques that I guess might help; - Read the question carefully. Underline any keywords in the question (sometimes, there are hidden facts that examiners put to see if you pay attention or not ) - Always underline action verbs in the questions (discussed above). This helps in case you forget or get messed up. Trust me. - Start with the question, see how many marks are allotted and solve accordingly (2 marks > 2 major points in the answer ...etc) - In case of graphs, always read the title of the graph, each axis and its units. - In case of calculations, show your working and always indicate the units. - Study the data presented carefully many times (but watch out for the time). Be familiar with it and start solving. - Practise such questions in your free times. They might really be annoying, but it really helps on the long run. Trust me, again! Revision Links Thought you might want some help with Biology topics, so here are some links to reinforce your knowledge!! CHEMICAL ELEMENTS AND WATER Carbohydrates, proteins and lipids http://www.bbc.co.uk/education/asguru/biol...s_b/index.shtml Proteins http://www.bbc.co.uk/education/asguru/biol...res/index.shtml Enzymes http://www.bbc.co.uk/education/asguru/biol...s_b/index.shtml http://www.bbc.co.uk/education/asguru/biol...s_c/index.shtml http://www.bbc.co.uk/education/asguru/biol...s_d/index.shtml CELL THEORY Prokaryotic cells http://www.omatclasses.com/cellcomparisons/index.html Eukaryotic cell http://www.omatclasses.com/cellcomparisons...lant_cells.html Membranes http://www.wisc-online.com/objects/index_tj.asp?objID=AP1101 http://www.bbc.co.uk/education/asguru/biol...ane/index.shtml Cell division mitosis http://omatclasses.com/cellcycle/ http://www.bbc.co.uk/education/asguru/biol...sis/index.shtml http://www.csuchico.edu/~jbell/Biol207/ani...ns/mitosis.html HUMAN HEALTH AND PHYSIOLOGY The Transport System http://library.med.utah.edu/kw/pharm/hyper_heart1.html Defence Against Infectious Diseases http://www.sp.uconn.edu/~terry/Common/phago053.html NERVE AND MUSCLE CONTRACTION http://www.brookscole.com/chemistry_d/temp...es/muscles.html MEIOSIS http://highered.mcgraw-hill.com/sites/0072...nimations.html# DNA REPLICATION AND PROTEIN SYNTHESIS http://highered.mcgraw-hill.com/sites/0072...nimations.html# http://www.wisc-online.com/objects/index_tj.asp?objID=AP1302 http://www.bbc.co.uk/education/asguru/biol...sis/index.shtml http://www.csuchico.edu/~jbell/Biol207/ani...nscription.html Hope they help. Have a nice day everyone.
  7. 12 likes
    As much as I believe in gender equality, I find it hard to accept the term 'feminism' because of the connotation many women have given to it throughout the years. Don't get me wrong, but nowadays there are many women who use feminism as an excuse for a special treatment. Even in my limited experience of things, I've come across many women who were not too scrupulous when insulting the other gender. Why is this acceptable? Does an empowered woman really have the right to pigeonhole all males as "stupid pigs"? Maybe if we started calling it "equality", some individuals would not use it as a justification to back up their actions.
  8. 11 likes
    I'd love it if you could share some tips and tricks for papers 1, 2 and 3. I'm at a stage where maths is kinda worrying me. I'm on my holiday break right now, but when I get back to school, my teacher's getting us to do all the papers to 'give us a chance to get higher predicted grades' for our uni applications. He's also said that if we don't manage to get at least a 4/5 overall, he'll enter us for the standard level maths paper which I really, really, really don't want and can't afford at all. As the dreaded may exams are inching closer (four months to go!), the worry's slowly consuming me. So, I thought about perhaps starting a thread where we could somehow gather a sort of guide on the types of tricks someone could use in the papers. There might be paper specific tips, or just general tips. Tips on how to memorise key values or other bits for paper 1, or how to do better in paper 2. It doesn't matter,as long as it's helpful. My hope is that this also helps others like me,who aren't as great when it comes to sitting maths exams. For example, I've discovered a way to memorise the special angles which to me is useful. I posted it as a status update not too long ago, but in case anyone's missed it, here it is: "The method uses your right hand. (Lefties, you'll have an advantage here: you can write down answers while you're looking at your hand.) With your palm facing you, count off the basic reference angles, starting with your thumb: 0°, 30°, 45°, 60°, and 90°. To find a trig value, you'll lower the finger corresponding to that angle, keeping your palm facing you. For the sine value, you'll take the square root of the number of fingers to the right of the lowered finger, and divide by 2; for the cosine value, you'll take the square root of the number of fingers to the left of the lowered finger, and divide by 2; for the tangent, you'll divide the number of fingers to the right by the square root of fingers to the left." Many thanks for your help. nametaken.
  9. 5 likes
    B.A Chemistry + B.F.A Graphic Design dual degree M.F.A Design+Media Ph.D Art History, perhaps? I love chemistry very much and I want to become an multidisciplinary artist. I think both science and humanities knowledge are important for an artist to enrich himself/herself and create meaningful artworks. Artists do not only draw; artists can make ideas come to life and shape the future. P.S. Recently I am designing the 4 new elements proposed by the IUPAC This one's nihonium.
  10. 4 likes
    This really depends on where you want to study, and what quality you want from the university you attend. In the UK all unis will require maths HL, and many of the top-tier universities elsewhere in the world are probably going to ask for maths HL for most types of engineering (you haven't specified exactly what type of engineering you want to pursue - I know that electrical engineering uses a lot of complex numbers which is HL only).
  11. 4 likes
    Hi. Original does not mean unique. Original just means you come up with the idea. Unique means you are the only one to come up with the idea. You should be fine.
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    Haha lol, the rope story sounds quite silly, I wonder if that was true. In any case, IBO doesn't give specific rules regarding fire alarms during the exams. So it's up to the your coordinator to decide what the students must do. By the way, on the file uploaded by @kw0573 (see here https://www.ibsurvival.com/files/file/3500-the-conduct-of-ibdp-examinations/), it says the following:
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    I am not BS'ing but IBS does not condone academic dishonesty.
  14. 4 likes
    Our teacher gave us some research resources for 2 business which are Mcdonalds and Google. I dont mind emailing you those if you want them Also make sure you study CUGIS very well, and understand it thoroughly. You can find everything at the back of the textbook regarding CUGIS. There are some sample questions at the back of the textbook as well, so you can do those if you like. I dont mind having a discussion about them with you, because I personally feel like I need to study that part too. We can pick a business, and do one of the questions at the back regarding that business. Please contact me if you want to do that and/or want me to email you the resources.
  15. 4 likes
    I took the ACT With Writing too, and I can pretty much say that it was easy. Throughout the test, I just felt as if I'd been given multiple successive Paper 1:s on various subjects. In the end, I received a 31/36 composite on the first go with fairly little effort in studying (just 3 full practise tests, that's all). As far as tips go, I'd suggest the following: General When revising using a book, buy something that contains loads of practise tests and use those. The ACT should not contain anything foreign to you, as it is basically a test that you can get full marks on given that you know a little maths, for all other tests it is purely reasoning at speed. Therefore, I found it a lot more important to make sure I knew how the test worked and actually after doing a few practice tests I decided to not read theory at all.Whatever the paper, answer the easy ones first and if you need time to think, get back to it later on.In the ACT, you do not lose marks for guessing the wrong answer. So, if you don't know or are near to running out of time, just select one of the answers for any such questions, it has a probability of 1/4 of being correct and probability 0 for deducting marks if wrong.In Writing, do not spend too much time planning. One way is to simply draw a line and list pros on the other side and cons on the other. After one minute of this, pick the view you have more points for and get writing. They want to see clearly structured essays with strong arguments and a little high-level vocabulary, which you cannot accomplish unless most of your time is actually spent writing the thing.Reading/English If you have a question where there seem to be two right answers, pick the one that is more formal. Often there are colloquialisms in there, but what they are looking for is the grammatically correct answer.Read both the texts and questions carefully, the questions are sometimes inverse (e.g. Which one of these words does NOT refer to object y?). This also applies for other tests but is particularly important in reading.Maths Know your rules of algebra and other rudimentary maths concepts from trigonometry and algebra. Most of the questions are easy, but they rely on students being in a hurry and making stupid mistakes and/or wasting too much time on the few somewhat difficult question. You should be solving a question per minute, and no working needs to be written down unless you want to. The mark depends entirely on getting the right multiple choice option.If a question is tough to crack, move on and get back to it later if you have time. This is particularly important in maths as the questions have a huge difficulty range and are not necessarily in order of difficulty.Know your GDC and what it can do, it could get you through a few questions that you would not be able to solve in your head.It is possible that you encounter maths you've never seen. For example I had a question on the second-degree expansion of a complex polynomial, which is only HL, so if you're not taking HL Maths, there could be questions that refer to concepts you don't know. In that case, do not panic, leave it and move on unless it can be solved by calculator.Science If you have a hard time analysing graphs or don't study physics/chemistry, make sure you know how to interpret basic things off a graph.Learn to disregard the scientific jargon often present in these texts, most of the fancy words referring to species etc are irrelevant in terms of answering the questions. If a term is relevant, it is explained.
  16. 4 likes
    There is so much taboo concerning math studies in my school - To the extent where (last year) people actually chose to stay in Methods, only to fail miserably on their second semester of IB, all the while reassuring themselves that failing Methods will always be preferable to the humiliation that is ''Math Studies'' only to transfer to Math Studies in the beginning of IB2 .... People seriously need to learn how to realistically evaluate their strengths and weaknesses, no matter how humiliating the logical solution would be (in this case opting for Math Studies). In my school (in IB2) there are 2 people in math HL, 6 in methods and 12 in studies. There were only 4-5 students in studies in the beginning of IB... I think people in studies should seriously just ignore the ''jokes'' coming from methods and HL.. at the end of the day you have so much more time to focus on your other subjects and you can always take a math course after IB if you really need it for your future. Some (amazing) people seem to coast through IB with all the free time in the world - However I feel like this is an exception and couldn't be further from the ''norm''. I've seen SO many people break down and go absolutely nuts because of this programme - Even when they are only halfway through. Lets be realistic.
  17. 4 likes
    Hello I first want to introduce myself since this is my first post on this forum. I am a IB student in Italy and next year I going to be a senior and i am going to take all of my IB exams (ouch), I have HL- English A1, Italian B, History and SL- Biology, Math SL, and Spanish. Ok now that that's done I just want to share my thoughts about the competition to enter the world's best universities. Well first we need to see the admission policy of these schools and here is where the problems begin. Lets say you are a average white American in a IB school and you want to get into Harvard. This is what happens: (Just for the sake of simplicity lets say they Harvard only gets 100 students a year) Now the first thing Harvard needs is all the minorities they can possibly get, so they need 2 native Americans, 10 African Americans, 3 Latin Americans, and 15 Europeans. So if my math is correct that is 30 students and you dd not enter in that category so lets see the second thing Harvard looks at. Connections, yea unfortunately. So all the people who have a friend of a friend and have ok grades get in, that is another 20 students. So here is where the real competition starts, the last 50 places. First off they get the most nerds of nerds, which are like 25. But wait, there are way more nerds with score of 45 in the IB, why don't they get in? Because Harvard does not want a desolate campus with all of its students in there dorms studying. So the remaining 25 students are students that the guy at admissions likes. They all have like a 39, 40, 41 or 42 and they got in because during their interview Harvard liked their way of talking or their way of thinking or just something in their character. (remember that the numbers i put here a probably not right its just to give the idea) Now what do i mean by all this? That the high end collages just want smart people that also have something else other than there scores. So if you don't get in don't worry, no one has a secure entrance, not even that guy in your school that looks like the prefect student, its probable that he wont get in. All you have to do is study and do the things you love, if Harvard likes the things you love than good for you your in but if not then it does not matter, there are many other universities out there. Its basically a luck game in which some people win and some don't, I know some "perfect" students that did not get in yet others that where good but not excellent did get in. I am going to try to apply for Oxford, it's very improbable that i will get in but its worth a try. So...... if you have the minimal requirements to get in one of the great universities, give it a try even though its a long shot. Post your thoughts and ideas if like and I hope I did not bore you to death.
  18. 3 likes
    This guy in my class had 3 months to do history fair. He skipped the period before history and printed out a whole Wikipedia page and turned it in. I **** you not
  19. 3 likes
    This is the Lagrange's trig identity. I think the key to prove by induction is to convert sin (n+3/2)x into sin ((n+1) + 1/2) x = sin (n+1)x cos (x/2) + cos (n+1)x * sin (x/2), but to also do the same for sin (n+1/2)x as sin ((n+1) - 1/2)x Proof f(n)--> f(n+1) sin (n+1/2)x / (2 sin (x/2)) + cos (n+1)x ... use sin (a - b), where a = (n + 1)x, b = x/2 = [sin (n+1)x cos (x/2) - cos (n+1)x sin (x/2) + 2 cos(n+1)x sin (x/2)] / (2 sin (x/2)) = [sin (n+1)x cos(x/2) + cos(n+1)x sin (x/2)] / (2 sin (x/2)) = sin (n+3/2) x / (2 sin (x/2)) QED EDIT: If you are trying to prove f(1), then maybe tan (x / 2) = sin x / (1 + cos x) is helpful.
  20. 3 likes
    I tried looking for an answer, and there doesn't seem to be a very clear one. I do know, however, that the form has to be verified by an IB coordinator, so it's best to ask your coordinator if you really think you can't make it.
  21. 3 likes
    Thought it might be funny to start a thread with the worst stories you've heard about things happening during the exam. One year at my school there was apparently a kid who was really sick during exams so they had to sick at the back next to the door with a bucket beside them. All the others could hear them retching but they thankfully never puked. Another time there was a fire alarm halfway through the bio exam and everyone had to leave halfway through to stand in the snow in silence and then come back and finish the exam.
  22. 3 likes
    1. Don't promote such websites on this forum - what you've done is adacemic dishonesty and if they find this out you could lose your diploma. 2. If this story was real then I'm sure you'd be able to ask for a deadline extension at your school. Things like weddings are a special circumstance and any respectable school would give you 5-6 more days to complete this. 3. You were not honest if you did indeed submit the essay that was not competed by you. An outline is essentially the whole essay, just not expanded.
  23. 3 likes
    I think it is still a bit too early to speculate on the predicted grades, but it's good you're planning early! Since you apply to the UK, remember there are many other factors they look at in terms of your application - entry tests, personal statement, work experience, extracurriculars, and even interviews. Since we know so little about you except for your good, hypothetical grades, we cannot really advise you further. We can't see much of your passion in what you provided us with (the grades, really...), which is something unis look for in an applicant! All of the universities you mentioned are very competitive, especially for the named courses. You will compete with many others who have similar stats, so you have to prepare for that. I have been advised, however, to choose universities as followed: 1 exactly on your PG (i.e. Cambridge wants a 42 and you got 43 predicted), 2 which are requiring a score you'll most likely going to get (range between 38-40 maybe) and 2 which are below of what you expect (34-36). Of course, this is just a rule of thumb and doesn't apply to every situation and context. Just something worth thinking about. Good luck!
  24. 3 likes
    Let's pool our knowledge together of where to find a good IA topic! I only know some ones for math and group 4. Math (suitable for most SL and HL students): https://www.youtube.com/user/MindYourDecisions, More advanced math (possibly beyond HL): https://www.youtube.com/channel/UC1_uAIS3r8Vu6JjXWvastJg (Mathologer), https://www.youtube.com/user/numberphile (focus on number theory, properties of numbers, series), https://www.youtube.com/user/Vihart (geometry-focused) Physics: https://www.youtube.com/user/destinws2 (Smarter every day, suitable for modelling IAs), https://www.youtube.com/user/physicswoman (physics girl, most are too whacky or expensive to pull off), https://www.youtube.com/user/1veritasium (veritasium, variety physics), Computer Science https://www.youtube.com/user/Computerphile (theoretical) Chemistry: https://www.youtube.com/channel/UCHTpNVrTqvVqzyXxaM5GtAg (koen2all, whacky, exothermic reactions)
  25. 3 likes
    Your subjects are mostly good for your future undergrad choices, with the exception of SL math. Basically what everyone else said for HL math. I'd just like to add that it's is definitely not as difficult as people make it out to be. A fair amount of practice and good skills in maths should suffice. What you should do is practice a lot of different math problems, and improve your problem solving skills in general. To be good in HL math, you'd need to be good at math overall. Having access to SL/HL textbooks definitely won't hurt either. Some links for preparation that may be helpful: http://tutorial.math.lamar.edu/ - good pre-calculus and calculus notes, with nice exercises. I learned a fair bit from here on my own. http://nrich.maths.org/step - generally used for preparation for STEP, a math exam for Cambridge, but is still related to the IB HL syllabus. Trying to do some STEP past papers won't hurt either. They're somewhat more difficult than HL math IMO. Khan Academy and other Youtube video channels won't hurt either, although I personally don't like videos (I'm of a minority it seems though). To answer your other question, pre-IB summer programs probably aren't necessary - I didn't take them myself, but I'm still doing fairly well in the IB anyways. What can be helpful is to start to study the material on your own before you start the IB. I did this for chemistry, physics and maths, and now I can slack off in those classes if I wanted to (although I just do other work - really just don't slack off).
  26. 3 likes
    My dream score is any score that will get me into my university of choice, which is something around 39-42 points with 7s in my HLs. I will probably be aiming for 45 in the beginning,I think most of us are. To get beaten by IB. everyday for 2 years and then later beat the IB with a prefect score - what a feeling that must be
  27. 3 likes
    Hi, Well my predicted grades were based on last year (which was very bad), but after changing from science stream to commerce stream (by dropping chemistry, bio) and taking Business management ( I changed because I found my interest at last), my grades improved tremendously during second year (jumped from 24 to 35). Even then my school was adamant to consider my IB1 grades (despite change in subject) my predicted grades were set according to the IB1's (which was terrible). After failed attempts to convince them, I indirectly convinced all the universities by personal statement (for UK unis) that my predicted grades were set according to 'previous record' and not based on my current performance. And now despite few of the teachers telling me to aim for the universities which is according to my predicted, I am glad to say that I didn't listen to them and aimed for all universities with higher grades. Got two offers and I became more happy to see the surprised face of the co-coordinator when she heard my offer Work hard for IB2 and try to score good for first 2 terms so that you don't give any chance for the school to issue low predicted.
  28. 3 likes
    It's just that EVERYONE makes the jokes and I'm tired of it. After a while it's just not funny anymore. I have the best marks in my class but I'm in Studies and yet people still call me stupid for it.
  29. 3 likes
    Hahaha not plagiarise, are you serious? . Every experiment you do, has already been done. Is that considered to be plagiarism? I give up.
  30. 3 likes
    we can't really kick out members who've made 5 good posts unless they're spammy posts.. then we ban them though you're right about the Uni thread thingy I can write up the UCAS/ american Uni applications advice... I'll get on it as soon as I can. Also I think bio aqua has started a thread about the international examinations which would help you apply almost everywhere so there's a helpful Uni thread there
  31. 2 likes
    Hello Chemistry Students, I just made a comprehensive app for IB Chemistry post 2017-2018 Syllabus. The app is completely free and it has a lot of useful stuffs. 1. The app is only 3MB so you won't be losing a lot of space. 2.The app has most of the Syllabus content and plus detailed videos for every chapter and every topic. 3. Key terms and all definitions specific for every chapter. 4 If you feel confident enough, you can test yourself with PastPapers, Quizzes, and Tests right inside the app. And if any of you are having problems, you can contact me through the app at any time. The Link to my app: https://play.google.com/store/apps/details?id=com.samiraliyev.dunyaibdp.chemistryforib I put a lot of effort on this app so any support will make me happiest person ever. !!!!! Regarding the iOS app: Unfortunately, I will not be releasing an iOS version of the app because Apple charges an annual minimum fee of $99 for its developers (which is remarkably high considering that my app is free and non-profit) while Google only charges a one time fee of $25. If you don't have an Android device, you can install BlueStacks to simulate an android device on your Windows PC or Macintosh computer here.
  32. 2 likes
    An important point to mention here is that you should not let stress of the IB exams have an impact on your performance. Fair enough, you need a specific set of grades to achieve your offers but once you finish the IB you'll realize how such stress hindered your performance. Go into each exam fresh and give it all you got. Then, regardless of the outcome you'll know you gave it all you had and left everything in that exam room. That's all one can ever ask from anyone. With that said, I wish each and everyone of you the best of luck in your upcoming exams.
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    I can empathise. My journey through the IB brought out a lot in me that I've come to realize, primarily my passion for teaching and tutoring. Although I've done community service programs for underprivileged children in my district since 7th grade, it was since the end of 11th grade that I realised my actual passion for doing so. At the start of DP2, I created a program at my school that focused on peer-based learning and tutoring. I and others would hold tutoring sessions for whole grade levels and classes on different subjects e.g. Biology, Chemistry, Maths, for IB MYP, IB DP, and even iGCSE. I deeply enjoyed the time and effort spent into making lesson plans, creating presentations, devising fun pneumonics and other methods that makes learning all the more fun, interactive, and engaging. Even near mock exams and internal assessments piling up, I wouldn't falter at the rate with which I continue my best in providing these tutoring sessions and programs to anyone at my school in need of help. Eventually, I desired to expand this program to other schools in the region, which I have yet to be successful with. So instead, I created and designed a website (learning some interesting things e.g. coding and technical stuff along the way) dedicated to this program for peer-based learning and tutoring. It was meant to be free, anyone anywhere in the world in need of help in a particular subject (only IB currently) can simply fill in a request form and a tutor with skill in the subject can be assigned to that person, where the session will be held via Skype. Not too many people requested online sessions – there were never more than 10 online sessions held per week. But I was still happy with it – I, along with my peers, even dedicated more time to write biweekly articles on tips, strategies, and advice on tackling different aspects of the IB. I truly wished to make it the ideal learning for students, where they can enjoy engaging and interactive learning – essentially learning to learn, as an important mantra was not simply to teach content, but also how to engage with it. I got rejected by all my dream schools: Cornell, Brown, Penn, Yale. I emphasised my whole journey of overcoming my academic struggles and desiring to spread what I learned to others; taking something meaningful from my difficulties. Yes, I had fears that they might think I was being superficial having only started the program late in high school (granted my past experiences with other teaching-heavy programs since middle school may prove otherwise), but really, at the end of the day, **** them. It honestly doesn't matter to me whether they thought I was superficial, or wasn't truly passionate, because I know it isn't true. (Conversely, my counsellor suggested it was my really terribad grades in IB1 (talking like 25/42 here) that probably got me rejected, but that's neither here nor there.) The important thing to takeaway is that your passions cannot be taken away by any form of external recognition or approval. Not having your dream schools accept you DOES NOT IN ANY WAY lessen the meaning and impact that you've caused, nor the passion you felt for doing what you enjoy. Honestly, I'm still super disappointed and crushed by not getting into any of the schools I hoped to get into. But I can look forward to the summer and future, where I will have the time to further develop my website, expand its reach to more students needing help, and possibly create a Youtube channel dedicated to tackling specific subjects and concepts. I can also still attain my dream of achieving an IB 45, having gone the spectrum of IB scores from a 24/42 in the beginning of the DP to a predicted 45 now, and I won't let my university decisions hinder me in any way from accomplishing this. Getting into a dream school is something that matters to anyone, so it's very reasonable that you're concerned about your drop in academic performance. But at the end of the day, it's your dreams and passions that carry you through life. Also, your grades + transcript are still excellent, especially for someone having accomplished so much more outside the academic field. You should be exceedingly proud of how much you've accomplished and done at such a young age. The recognition and approval of your dream schools is understandably something that's desired, but I hope you wouldn't let it affect your passion for what you're doing now, and that YOU, keep doing what you love!
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    Hello Fellow Ib2'ers. EXAMS START THIS FRIDAY !! (B&M, Global Politics, I don't know if there are other subjects on the same day). How do you feel? Are you ready? Excited?? Stressed? Good luck fellow IB2'ers. We are 24 days away from becoming IB Survivors.
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    I'd just also like to add that math HL revolves more around your ability in math compared to the amount that you've memorized, so doing past papers and/or extra problems will also provide opportunity to practice your math skills, and hence improve your overall mathematical ability. It'll also help with getting into the 'mood' of doing math. Don't worry about memorizing every last theorem or the methods of applying them - it's pretty much impossible to cover every last possibility, so you should also be prepared for a few odd-looking questions.
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    You just have to do your own work. In practice, most of academic research is heavily founded upon previous work (each paper would cite maybe 20-40 other papers). However, most papers are in fact original because they have explored different perspectives or focus as their predecessors. So IB does not discourage you from referencing others' ideas. Think originality as home-improving, not home-construction. You only have to take what others have done, and put your own twist on it. Hope that clarifies!
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    Bit ambitious if havent even started calculus. I would recommend that if you learn calculus before you hand in the IA that you also look at differential equations. Collecting data is interesting but not necessary for IA. That is more useful in an EE
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    If x = 2 sin(x), then sin (x) = x/2. That means in a right triangle, opposite is x and hypotenuse (diagonal) is 2, That makes the third side ±sqrt (4 - x2) and so cos (x) = ± sqrt (4 - x^2) / 2 Alternatively use sin2(x) + cos2(x) = 1, sin(x) = x/2, cos(x) = ± sqrt (1 - x2 / 4) = ± sqrt (4 - x^2) / 2 Remember to never skip steps and plug in the proper expression.
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    hello again I wanted to start with thanking you guys for your answers, This is my second year in the diploma program and my exams will be in November. My goal is to get into a good university which I had narrowed my options to 4 and for this goal I have to get mostly 6's and 7's and also have to learn programming but the hard part lies beneath there. As I said I take things serious and if I can't do it I get mad at myself because I'm a perfectionist (I'm definitely not trying to praise myself or something by saying that) and my problem is while I spare my time to study and can't get what I expect out of it, I can't start learning programming either. What I do by day is restricted for now more than ever. I have my IA's to do and EE to revisit and TOK presentation and above all I have my TITC(history) exam coming up(it is the only exam we will take from May exams and others will be in November)(This much of busy schedule is not because I left it all to the end thought please don't act prejudice ). Therefore I always look at history for an hour a day by watching some youtube videos to not make the documentary stuff too academic and have fun while learning, plus I try to make summaries about the presentations of our teachers. Then I had given myself 30 minutes of math everyday to revise and an hour again for either Chem or Physics (as they are my HL and I have to give them the most attention). But I found this too exhausting and there were no gain and then ta daa, I came here for help. Now what I think is I might set days such as Monday and Thursday will be my Physics day, Tuesday is Math, Wednesday is for Chemistry and all I will do those days are to study those decided lessons for 45 minutes and do some tests (which I can't get to find because we do mocks every week for chem and physics so past papers are gone, and I don't know which sources would be nice to practice my IB courses), and after that study History until the exam; and Friday to relax with the weekends separated for homework and IA, EE. So you might see I don't know the most efficient working style for myself yet and I have problems with finding some revision questions. And without forgetting, this actually is not just for me. I guess and am sure there are some fellow IB students who might be feeling like me. Therefore please lets help each other as we are a community here aiming towards it. Thanks in advance
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    28. The aluminum ion has a high charge density and is able to hydrolyse water molecules to produce H+ ions in solution and a decrease in pH. 29. A buffer solution should have equal amounts of a weak acid and the salt of the weak acid and strong base. Whichever choice gives you that is the correct answer.
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    I second this. 28 should be A due to the the amount of NO3- ions per each mole. Al3+ + H2O --> Al(OH)2+ +H+ Please correct me if I'm wrong, but the reaction which gives more H3O+ or H+ changes the pH the most (basing it off the Bronsted-Lowry's theory of acids and bases).
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    28. These salts have anions that are conjugate bases of some acids. NO3-comes from HNO3, SO42- comes from HSO4-, Cl- from HCl, and Br- from HBr. Now for weak acids, conjugate bases are (relatively) strong bases. HSO4- is the only weak acid and Na is a Group I metal, meaning the compound will dissociate in water, that means the strongest base SO42- (out of the 4) will increase the pH. B 29. Buffer solution is when there is same number of moles (equimolar) of a weak acid as its conjugate base or weak base and its conjugate acid. HCl and NaOH, and KCl are not weak acids/bases. so we need the other species in the mixture to be at twice the mol. In D, 0.10 mol of NH3 will react with HCl to form NH4+, that would make 0.10 mol of NH3 and 0.10 mol of NH4+ present, satisfying the condition for buffer solution. Experimentally, they don't have to exactly the same, but usually as long as the resulting pH is within ± 1 pH unit of the equimolar pH, the solution is considered to be a buffer solution. Note that in the other 3 choices, all of the weak acid/weak base will react, leaving no weak acid/base behind. Finally, strong acids/bases are not present in a buffer solution because the conjugate is too weak to impact pH (see question 28).
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    The system is not in equilibrium as you open the can. Rather, if your measurement method works, you are measuring only the rate of CO2 leaving the solution, rather than any means of solubility. This is all because solubility means equilibrium. To measure solubility, you would have to take some sort of titration of the system in equilibrium.
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    Please clarify which Group 1 English course you are taking, as IOC is in both Literature as well as Language and Literature. HL Literature will be very time consuming, but perhaps not as much as Math HL. Generally all 4 predominant Group 1 course/level combinations can satisfy language requirements but sometimes Lang/Lit is not given any or as much university credits as HL Literature. Other than improving general language proficiency, and having to practice writing very often, HL Literature is not very useful in an academic context. Technical writing in engineering is very different from commentaries, so HL English only can teach good revision habits and writing mechanisms, but not useful structures of text (eg lab report/research paper). Outside an academic context, you may argue that by reading more books in both HL courses you can understand the world better, but you can do that on your own time. I think Math HL will be very useful. The IIT entrance exam is probably the most difficult university admission test targeted towards the mass, anywhere in the world. Math HL will very likely help you prepare for it. If you do decide to apply internationally, Math HL will likely make you more competitive than other applicants. I would like to also add that 7 in Math HL paper 1/2 is about 90 / 120 on the exams during time pressure. That is getting almost all Part A questions entirely correct and maybe missing some subquestions or steps in Part B. So it's expected that your school has high expectations. It also doesn't matter what you score in school, as long as you are predicted a good grade. Finally, 23/30 may be only level 5 and on the global scale, quite average. If you were to score a 5 or below (in Group 1 HL or in Math HL). That would lower your total IB score and total HL score, and many UK universities require 7/7/6 in your HLs.
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    Maybe it was just me, but I didn't want to use the formulae booklet in physics at all (perhaps in maths, but not in physics). I preferred to actually know all the formulae by heart, or at least be able to derive them on the spot. In EM induction (and also, alternating current), there are many formulae for different things, and these formulae are all very much similar to each other. That's why I got very confused, especially with sine and cosine, like when to use which? But after learning about differentiation and integration, these things were much easier to understand. For example, for the Faraday law, the emf is just the rate at which the flux changes, so all we need to do is to derive it with respect to time. So if the flux is defined using cosine, then after differentiation, we would have the sine for the induced emf. All of these can easily be derived during the exam, and that's exactly what I preferred. The same thing can be said about the position-velocity-acceleration graphs that we have to learn in mechanics. But in mechanics, we at least have the intuition of our every day life to understand how these graphs would look like. For example, if the distance-time graph is linear, then it's intuitive to deduce that the car is moving at constant speed (i.e. velocity graph would be a horizontal line). That is a really simple example, but with intuition, calculus is not really necessary to understand mechanics. On the other hand, I don't think we can have intuition for things like flux and induced emf, or like the power produced by the alternating current. So all we have is the formulae. But without calculus, I would have a huge knowledge gap, because I wouldn't even know why the formulae are the way that they are. What's worse was that our class did electromagnetism during the first year of IB, but calculus was not taught until the second year. So when we reached to the chapter of alternating current, I was completely frustrated and confused because none of the formulae made any sense to me. Most of my friends just skipped the lesson. To be honest, I personally believe that not having calculus as part of the syllabus for IB physics is one of the biggest weaknesses of the IB program..
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    Geez at least look at the post dates of other posters first... How did you even necro this thread without realizing??
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    Ugh! Don't edit your original post and completely delete it once it has served your needs. It's quite selfish actually. It provides no context and help for others reading this post.
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    I would strongly advise against this, as you cannot 100% trust the person you are sending it to. I don't want to blame any of the members of this forum, or say that they are unreliable and unworthy of your trust, but sending an official paper to someone you don't know is a very bad idea. You don't want your IA to be posted somewhere online causing you to lose your diploma. Sure, I might be exaggerating, but I think it's better safe than sorry. Ps. Edited your email out, not a good idea to post it online either.
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    Guess I'll also do number 5. Find coefficient of x6 in (2 - x)1(3x + 1)9 1. Similar step, but now we use variables r and s instead of just r in question 2. (x0)1 - r(x)r (x)9 - s (x0)s = x6. r + (9 - s) = 6, r - s = -3. Because r can only take on values 0 or 1. If r = 0, s = 3; if r = 1, s = 4. 2. for r = 0, s = 3, we get the term (1 choose 0) * (2)1-0 (-x)0 * (9 choose 3) * (3x)9-3 * (1)3 = 1 * 2 * 1 * 84 * 729x6 * 1 = 122472x6 ....for r = 1, s = 4, we get the term (1 choose 1) * (2)1-1 (-x)1 * (9 choose 4) * (3x)9-4 * (1)4 = 1 * 1 * (-x) * 126 * 243x5 * 1 = -30618x6 3. Add them up: (122472 - 30618) x6 = 91854 x6. The coefficient of x6 term is 91854.
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    Here are just some useful notes on all the chapters within the IB economics course.