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  1. 54 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. 43 likes
    How to pick your TOK presentation title RIGHT this post is being made because there's an almost endless supply of people who pick very bad TOK presentation titles and it's always for the same reason: they don't really understand what the TOK presentation is about! SO listen up everybody and pay close attention to my attempts to dispel the TOK myths and stop people putting loads of effort into a presentation which is doomed from the start! 1. What do they mean when they say to pick a Knowledge Issue? The answer is frankly that the phrase 'knowledge issue' is very misleading, in my opinion. I certainly didn't have any idea what one was for most of the time I did TOK. Just think of 'knowledge issue' as a complicated way of saying 'a topic which can be analysed using the TOK pentagram thingy'. What is the TOK pentagram thingy? Well by that I mean the Ways of Knowing (emotion/reason/sense-perception/language) which in the IB diagram is surrounded by the Areas of Knowledge (Humanities, Human Sciences etc). If you've never been forced to draw the TOK pentagram in a lesson, you can view it in all its rubbish glory by clicking here. So a 'knowledge issue' is any topic which can be discussed or analysed in the context of the Ways of Knowing (and the Areas of Knowledge). Confused? You may well be. Keep reading! Or just skip the next heading and go to no. 3. 2. Do they mean to pick an ethical dilemma? No, no and NO. Thousands of IB students misunderstanding TOK up and down the land seem to have a thought process which (understandably but also wrongly) goes along the lines of: TOK = Philosophy = ...ethics = are things right or wrong?? This is not good. TOK is supposedly a branch of Philosophy but that's as far as it goes. A knowledge issue is not "is _____* right or wrong?" * = abortion, nuclear war, creationism... and so on. Don't write about ethics, don't touch ethics, don't go near ethics. Ethics and TOK are like oil and water. They do not mix. An area of knowledge may well be ethics but I guarantee you that almost anybody trying to put ethics into their TOK presentation will fail to write about the TOK aspects and just start writing about ethics. So take Kant, Utilitarianism, Relativism and anything else you may have proudly learnt the rudiments of, and stuff them in a bag for later. Or if you take IB Philosophy, they'll go down well there 3. Okay so what DO they want from me?? This is the best question because it's not about what they MEAN by knowledge issue etc. that is going to help you do well, but rather what they want from you which is the key to success and being able to pick a good TOK presentation title. Always think of it in these terms and you'll be able to tell whether you're on the right lines or drifting dangerously off course. Effectively they want you to answer the following question: How do we know what we know? specifically using their method of the Ways of Knowing/Areas of Knowledge in your explanation. 4. So... what do they mean by how do we know what we know? How do we know what we know about X? = using the 4 ways of knowing (reason, sense-perception, emotion, language), how do these 4 things interact and come together to form the knowledge that we have about subject X. For instance, how do we know that this pen is yellow? This isn't an endlessly deep philosophical question (in this instance) because this is a TOK lesson so they want you to copy/paste from the TOK pentagram. So think to yourself: what are the 4 ways of knowing and how do we use those to know the pen is yellow? Well, maybe somebody told you it was yellow (language), maybe you were told that it was the third colour of the rainbow (reason), maybe you were just shown it (sense-perception). I'm not sure how you'd emotionally find out it was yellow, but you get my gist - basically you are applying the 4 ways of knowing to something and then claiming that those ways of knowing form the "How" of the question "How do we know what we know?". 5. I get it now, but how is "this pen is yellow" a knowledge issue? Yeah, it's not a knowledge issue. Or rather, technically it is, but it's such a simple one that you couldn't do a presentation on it. Now that you've got the hang of the fact we're looking for SOMETHING to which to apply the 4 ways of knowing, we can look for a proper issue to get your teeth into. My advice is to think of something which is either an assumption or a decision that we make relatively unthinkingly. For instance, "How do we know which charity to donate to?" or "How do we know whether literature is 'good'?". THEN think your way through the 4 ways of knowing to see whether you can apply them (in which case, congratulations, you're going down the right lines!). Can you think of a way in which we use that way of knowing to come to a conclusion about your new 'knowledge issue'? 6. How does it become an 'issue' exactly? I seem to just be narrating things... In many ways this is the crux of the presentation and the whole point of TOK (to get you to consider this). This is the point at which you say "Well, I know about whether literature is good or not via reason because I assume that anything which has sold 10,000 copies MUST be good..." and then go "actually wait, reason requires things to follow logically - but actually, does this logically follow?". Well that's what you have to discuss! Your argument as it stands is: 1. People only buy books if they're good 2. 10,000 people have bought this book 3. Therefore the book is good. ...but does number 1 really make sense? What about advertising? 10,000 people might buy a really bad book if they see loads of adverts for it. Was the book a set text for the national curriculum? Plenty of people would have to buy it then And so on. Basically it's looking at the knowledge we have and checking it for mistakes and THAT is why it's an 'issue' and why TOK is meant to be helpful. If you're the kind of person who never questions why they think things, or thinks "hang on a sec, maybe I'm just assuming something which might not be true..." then TOK may be a revelation to you. This is where you go crazy with stuff like appeals to emotion, bias, censorship etc etc. and start looking into how the way in which we have come about the knowledge might fail to give us a complete picture of the 'truthful' version of that knowledge. Reason, emotion, sense/perception and language have a lot of issues in terms of ways in which they can help and hinder you, and it is now your job to suss these out and make them into a presentation! Essentially: How do they help you/let you down in terms of finding the 'truth' for the knowledge you've chosen as knowledge issue? BUT make sure you talk about the 4 ways of knowing (or however many apply, you might not need/be able to use all 4) and not just about bias/censorship/any key words other than the ways of knowing if you want to get your marks! 7. So do all TOK titles have to be in the format "How do we know what we know about X?" Nope, have free rein and go wild. Just make sure you can apply the 4 ways of knowing and that you're examining HOW we come to know about the issue. 8. Link it to a real-life scenario/example wherever possible. Okay, this isn't a suggestion, this is a command. Find an example, invent an imaginary example, whatever. You get bonus points for this, so do it 'cause it's easy. For the "How do we know what literature is good?" scenario, I might look at the real-life scenario of literature picked to be taught in schools or literature put in the 'Classics' section of a bookshop, or perhaps literary prizes. All scenarios where we have to ask about good literature, and all real-life examples which you can theme your presentation around. The TOK examiners get very sad when they realise that TOK is essentially just another random overlay of bull**** onto real life, so they are made VERY happy indeed by seeing you give a real-life example to prove that TOK is indeed relevant to reality. Even if it isn't. If you fail to link the TOK pentagram to a real-life issue, you can wave goodbye to a hefty chunk of marks. Bonus points if it's a personal example of an issue or uses personal experiences (even if you make them up) because if there's anything the examiners love more than pretending TOK is relevant to real life, it's pretending that TOK is relevant to YOUR life in particular. You definitely need to do this in the essay - for the presentation, you don't have to use a personal example necessarily, but every little helps. 9. Did I mention... DON'T TOUCH ETHICS!!!! Because honestly this is the hardest one for people to accept. TOK teachers might ask you ethical questions in lessons because they're trying to engage you and make you interested (and let's face it, once you stop pretending it's relevant to ethical dilemmas it becomes about 110% less interesting...), but they WILL NOT AWARD YOU MARKS for talking about ethics rather than TOK - no matter how insightful and interesting your presentation on ethics may or may not be. In Short... In summary, the answer to the question "Is this a good TOK presentation title?" can be solved via a simple litmus test. - Can you attach it to a real-life example? - Can you discuss it in the context of the 4 Ways of Knowing? (Or if not all 4, in the context of a few of them). If yes: Excellent work! If no: Think again, find a new topic. Go to jail, do not pass GO, do not collect £200 etc. and give up on this idea with immediate effect. MOST IMPORTANTLY: Do not select an ethical dilemma! ...or if you do, can't say I didn't warn you and work your little socks off to make sure you definitely talk about TOK and not ethics. Hopefully this helps. TOK is quite a big and ill-defined subject so if anybody has any other ideas or techniques to get good TOK presentations, please do contribute them and I'll add it in. This is just my version. I apologise that the format of this is perhaps not so useful, but if you DO read all the way through it in order, then it does make sense. I promise. Oh and remember ALWAYS READ THE MARKING CRITERIA! Now please kindly read this thread which has loads of helpful tips for getting on with your TOK Presentation after you've come up with a title! - TOK PRESENTATION GUIDE http://www.ibsurviva...entation-guide/ Oh and one final thing - if you send me a PM asking me how you'd approach this great TOK title you came up with "How do we know whether literature is 'good'?" or for any other examples you've nicked off this thread, you should expect in advance to receive no reply. For obvious reasons! Do a bit of your own work, chum, or at least don't insult me by asking for my feedback on my own ideas. This has happened - I am not amused.
  3. 34 likes
    Reading, Notetaking and Knowing in History The following information was given to me by my HL History professor who is also an annual IB grader for History and it is also my own advice that I use all of the time fr my History HL class. These are the major tips my professor has given my classmates and I on creating class-notes and study-notes from books,historiography, etc. that are incredibly organized and the methods aim at reaching each type of persons study-style and note-taking style. I hope this is beneficial. It really helped me. Quick Tips to Utilize: Dividing notes Internal (Micro) vs. External (Macro) Capitalizing Arguments/ Marking Arguments in a Specific Way Compare/ ContrastResult/ EffectsCauses/ Origins Use analysis to understand Coercion, Persuasion, Consent analysis for capitalized argumentsRetrospective Determinism Chronological and Thematic organizationGive the sections titles after you finish making the notes After realizing what the text is about Breakdown the Effects Long-term vs. short-term Major Tips In General for Reading: Look for the Main Theme publisher's commentcontents pagesubheadingintroductionconclusion Active Approach Be clear what you are looking forRecognize the form and structure of the book (this helps discover the central of the book) Use the SQ3R Method when reading A sequence formula for effective reading What is the SQ3R? SurveySurvey the chapter (using the Major Tips for Reading) [*]Question Notice and question the writer's interpretations and argumentsDecide what is needed for your purpose Read, Recall, ReportRead: This is not surveying or skimming. This is in-depth, slow, comprehensive readingRecall: Move away the book and recall what you have learned (say it aloud or in your head)Report: Write it down! Major Tips for solid/comprehensive Noting: (this is done after the "report". You go back and fix up your jotted-down notes) Make heading and subheadings larger Don't use complete sentences - Use bullet-points - Use contractions Use legible handwriting only for yourself - Who cares if someone else can't read it? You are the one who will study from it Space out your notes - What if you have to add something in later? Graded Indentation - one of the most vital features Structure your notes Note the book title, author and page number you are on How to Approach Paper 1? What should you know going into your exam? Question 1.a Do you understand what the source says?Display literacy and understanding of the source. Question 1.b is always about the last source (table, photograph or cartoon)- what does the source convey? Make more than 2 points, but not more than 4, in order to make sure you get the 2 full points you needDo not explain the source, say what is conveys. Question 2 Always asking to compare and contrastIf you are uncomfortable with writing: compare in one paragraph, contrast in the second paragraphIf you are comfortable with writing: run-on comparison/contrast (gives more points because it shows that you can think and write about the sources) Question 3 Origin, purpose, values, limitationsspecific/sophisticatedIf you have nothing to say, be clever about how you say it so it sounds goodAvoid the word "biased" Question 4 Combines all of the sourcesUse both the source and your own knowledge; make sure you have all of the sources"mini essay"Must write an outline for your systematic writingTake about 20 minutes to write the essayUse transition words and phrases between sources and ideasIf you run out of time for the essay, write it in note form (outline, neat, indentations)- only do this if you truly messed up Moving through the source: read actively (read, annotate, write, underline, etc.)Be able to summarize each source into about two sentencesQuality, not quantityDo not be repetitive with different wordsHow to Approach Paper 2 and 3? What should you know going into your exam? Make an outline to organize your thoughts - Students who do not make an outline generally donot do well because they lose their train of thought half way through the essay Introduction - Short - State exactly what the essay will be dealingwith - Set the frame - Be very clear about the language Body paragraphs - Add in natural, subtle details to paint apicture - Give evidence in support of statements/arguments - Vital; makes a huge difference between a lowerand a higher mark - Evidence, for instance numbers/statistics toback up arguments show that you know the material - Don't just tell the story; analyze the situation - Reference back to the question Remember for the Exam: Be able to use historiography (names of historians and their arguments).Define words mentioned in the question (ex. Revolution)Three rules of writing:Coherence/Consistency (Reinforcement)New IdeasHistoriography (Argument) Writing a History Essay (Quick Tips Only) NOTE: Everything in history is a question you are trying to answer. Tips: do not write the essay as if it were an English paper (meaning, no need fr voice and style usage to a great extent)the title should be the actual question (turn the question into a statement for the title)do not volunteer knowledge that is not asked for in the questionbe very sure, concrete and specific in what you are explainingdo not hide you weaknesses in History behind you knowledge in writing styleyour audience: intelligent people, yet have no knowledge about the topic Three Aspects You Essay Must Contain: Clarity- think of the easiest and most precise way to say thingsPrecision- if there is a word or way to say it precisely, say it. Be straight to the point.Concision- if you can say it in two words than do not say it in fifteen. Use the right words In you History Essays, never... use first personchange tenses (always write in past tense)use passive voice
  4. 26 likes
    What is an IA? An internal Assessment in Economics is a written commentary based on an economics article that you have chosen. The article you choose should allow you to explain and analyze economic events. For Economics SL, your IA represents 25% of your total IB score for Economics. For Economics HL, your IA represents 20% of your total IB score for Economics. How it is assessed: There are 5 IB Criteria on which your commentary will be assessed: A - word limit+ IAs cover more than 3 sections of syllabus. [2 marks] B - 4 different sources + appropriate use of diagrams. [4 marks] C - Economic terms are used and are defined correctly. [5 marks] D - Theory explained and applied [5 marks] E - Evaluation [4 marks] The first three criteria of your portfolio should be no problem for you. Mistakes are possible here, but if you are careful A, B and C should be fine. What separates the top students is the analysis and evaluation they show in D and E. How to write your IA Step 1: Pick a news article I'd recommend a new article which is pretty specific. It should either focus on a specific event, community or can just be anything you feel would make a good commentary. One thing I would recommend is to stay simple. If you don't know what an article is saying, don't try to bs your way out of it. You'll lose marks, and there are plenty of simple articles around. For your first IA, you mostly need to find an article that will allow you to use the concepts of supply/demand, elasticity, and market failure. In your internet search, it would be useful to search for the price of a commodity. price of coffee, price of oil, price of cocoa, etc. Yes, finding a good article is important. Even if it takes you hours to find a good one, it's better to do that than to quickly find a not-so-good one and then realize that there's not much to say about it. Personally, it took me a while to find good articles. Tip: choose article that doesnt say much , so you can fill in the lines and expand. If the article is long, you need to highlight the sections you use A few sites I'd recommend: Google News BBC Guardian Reuters ... or your local newspaper, there are quite often many relevant articles in there. Step 2: The Introduction A lot of people find starting a economics commentary hard. Here's my step-by-step approach: Summarise the article in a line or two Define some key terms which are going to be relevant to your discussion In one sentence summarise what you are going to say (eg what effect the event will have) Don't forget to define your terms correctly!! The easiest way to do this is to just copy the definitions word for word out of your textbook/notes. Step 3: The Body Draw a diagram You NEED a diagram (usually) if you want to do well, just make sure your diagram is relevant as you will need to refer to it when you discuss your article further. Next you want to expand on the specifics on how your news article (or technically what the news article is reporting) will affect the economy. Will it increase demand for giant two-headed pens? Will the supply fall for goblin ears? How is this going to affect the price of that good (use elasticities, etc). Draw more diagrams if relevant. The more the merrier, as long as they are justified, don't shy from drawing another diagram. 1. Include quotes and footnote them correctly. If you continue quoting the same article just write i.b.i.d (latin for: same as previous). 2. Make sure that you stay within the wordcount of 650-750, aim for the 750 though ( all words even titles and labels must be counted). This and following the general guidelines of the IB (minimum of three different sections in all four IAs, one can be done twice e.g. microeconomics) should net you the two easy marks for criterion A. 3. Use preferably two diagrams. Diagrams will save words if implemented appropriately and convey your economic understanding better. Consider: 1. Short term versus long term implications 2. Effects on different stakeholders 3. Prioritise the arguments 4. Question validity of a theory/data presented 5.Can you detect contradictions/limitations between economic theory and the real world problem at hand. 6. Are there winners and losers 7. Is there any bias in the way the article was written 8. Can you predict what will happen in the future based on what happened in this article? Step 4: The conclusion Briefly conclude by stating what's going to happen and maybe speculate more on the future, say what you might happen to counter this, etc, etc. Also in your conclusion remember to remark and talk about the effect on the different stakeholders i.e consumers producers the governement etc For the evaluation, you could also mention long term and short term effects along with stakeholders. and the advantages and disadvantages of whatever solution you suggest. Also, you need to submit an electronic copy of the commentary and the article, for ISB records. Tadaa, you now have yourself an economics news commentary If anyone wants to add to this, feel free to post below and i'll add it in Thanks to: Julia32, Summer Glau, Eastcoast93 and nuka for contributing via the comments
  5. 11 likes
    ---Author's Note--- This is the third draft of a concise guide I'm working on in regards to the new mathematical exploration IA; this started as an HL guide but has now been generalized to include the SL curriculum as well. Please do let me know if there are any improvements you can suggest, or any questions you have after reading through this. I plan to keep this updated and add to it as I work though my own IA. Thanks for taking the time to read through! ------------------------ Table of Contents Preface and Introduction to the Exploration The Process (to be added) Formatting (to be added) Acceptable Topics (SL) Acceptable Topics (HL) Grading and Evaluation​​​​​ Criterion A - Communication (to be added) Criterion B - Mathematical Presentation (to be added) Criterion C - Personal Engagement (to be added) Criterion D - Reflection (to be added) Criterion E - Use of Mathematics (SL Only) (to be added) Criterion E - Use of Mathematics (HL Only) (to be added) Sample Papers Postface and NotesPreface and Introduction to the Exploration The Mathematics SL/HL Exploration internal assesment. It is certainly a difficult assignment - a paper on math isn't the easiest thing to write. I've written this guide up to clarify a few questions and hopefully help out with your work. However, please don't just trust what I say do some of your own research as well because I cant hope to claim everything I say is entirely accurate. I hope this helps! In essence, this is an exploration of a topic in mathematics that has a real-world connection, done in a rigorous manner that connects back to the material we have covered and will cover in class. 6-12 pages in length should be appropriate enough to concisely explore your chosen topic with the depth required and complete the necessary parts of evaluation as shown in the rubric. You want to write at a level and regarding mathematics that is accessible to other students. For HL students, this generally means anything within the HL core curriculum and any option is fair game. Just be certain to provide requisite explanation for any material beyond those two areas and for options not covered in class, to the extent that your classmates can understand the work you've done with some thought. The Process <to be added> Formatting <to be added> Acceptable Topics (SL) <to be added> Acceptable Topics (HL) I've been asked a lot of questions about acceptable topics for the IA's mathematical focus. These acceptable topics are mainly focused towards fulfilling the part of Criterion E that requests "sophisticated mathematics commensurate with the level of the course" - more detail regarding the other aspects of this criterion can be found in the Grading and Evaluation section slightly later on. One guideline I've heard from a few sources is to choose something beyond the SL syllabus: a summary of those topics can be found slightly later in this section. Keep in mind you do not have to restrict yourself to these topics, and anything beyond is fine. Also, that a topic in the SL syllabus can be beneficial if done well - it's rather easy to do comparatively and can still net you a 7 on the IA. See the Florence Nightingale Sample IA. Finally, I'm not certain if all of these topics have sufficient levels of difficulty, or if there are any in the SL syllabus that would be acceptable this is simply based on the SL and HL syllabi. What follows is a list of the topics which are in the HL syllabus, but not the SL, to provide a guideline of all acceptable topics within the syllabus: Topic 1: Algebra 1.4: Proof by induction. 1.5: Complex numbers, the Cartesian form of a complex number. 1.6: Modulus-argument of polar form of an imaginary number and the complex plane. 1.7: Powers of complex numbers, nth roots of complex numbers, and de Moivre's theorem. 1.8: conjugate roots of polynomial equations with real coefficients. 1.9: Solutions of systems of linear equations. Topic 2: Functions and Equations 2.1: ONLY domain restriction for inverse functions as well as self-inverse functions. 2.2: The graphs of y=|f(x)| and y=f(|x|), the graph of y=(1/f(x)) given the graph of y=f(x). 2.5: Polynomial functions and their graphs, the factor and remainder theorems, the fundamental theorem of algebra. 2.6: Viete's theorem, or the sum and product of the roots of algebraic equations. 2.7: Solutions of g(x)>=f(x) by graphical or algebraic methods for polynomials up to degree 3. Topic 3: Circular Functions and Trigonometry 3.2: Definition of the reciprocal trigonometric functions sec(x), csc(x), and cot(x). The tangent-secant and cotangent-cosecant forms of the Pythagorean identity. 3.3: The tangent double angle identities, compound angle identities. 3.5: The inverse functions y=arcsin(x), y=arccos(x), y=arctan(x), and their domains, ranges, and graphs. Topic 4: Vectors 4.2: The properties of the scalar product of vectors. 4.4: Specifically intersecting and skew lines in distinguishing between coincident, parallel, intersecting, and skew lines. 4.5: Definition of the vector product of two vectors, properties of the vector product, and the geometric interpretation of the magnitude of the vector product. 4.6: Vector equation of a plane, use of normal vector to obtain a particular solution form, Cartesian equation of a plane. 4.7: Intersections of: a line with a plane, two planes, three planes. Angle between: a line and a plane, two planes. Topic 5: Statistics and Probability 5.4: Use of Bayes' theorem for a maximum of 3 events. 5.6: Poisson distribution. Topic 6: Calculus 6.2: Related rates of change, implicit differentiation, and the derivatives of the inverse trigonometric functions, the reciprocal trigonometric functions, the exponential function, and the logarithmic function 6.7: Integration by substitution, integration by parts. All material in all option topics. Grading and Evaluation You can find the grading scheme for this IA here: http://bit.ly/1iOdQl7. There are 5 criteriae: communication, mathematical presentation, personal engagement, reflection, and use of mathematics. To clarify a few terms used: Personal engagement refers to the intent of the investigation to develop your interest in the area, and its evaluated based on the visibility of your personal engagement in the area and your own individual expression of those ideas. Precise and correct are differentiated by the need of precise mathematics to include proper notation and completely accurate work whereas correct mathematics can contain some errors as long as these errors don't lead to egregious incorrectness. The criterions themselves are defined here in the markscheme. Criterion A - Communication <to be added> Criterion B - Mathematical Presentation <to be added> Criterion C - Personal Engagement <to be added> Criterion D - Reflection <to be added> Criterion E - Use of Mathematics [sL] <to be added> Criterion E - Use of Mathematics [HL] <to be added> Sample Papers Its difficult to understand and conceptualize what is expected without exploring some examples of strong work. So here are a couple example papers, to show you what other students have done in the past, how theyve been evaluated and annotations, the mark they received and grader comments, as well as a couple small notes of my own. Sectors, Arcs, Descriptive Statistics, and Florence Nightingale (Mark Achieved: 20/20 at SL, 17/20 at HL) Paper: http://bit.ly/18KcK5q Paper with Comments: http://bit.ly/1fFkYe2 Marks: http://bit.ly/1dBrz7z This one is a perfect example of the kind of work you want to be doing in your math IA - however, the level of mathematics isn't at a high enough level given that all mathematics used is within the Math SL curriculum. Differential Equations and Modeling Rain. (Mark Achieved: 16/20 at SL, 15/20 at HL) Paper: http://bit.ly/1c491Oi Paper With Comments: http://bit.ly/19KUPKw Marks: http://bit.ly/1d6PSMD This paper has many errors in notation, it is not concise in form, the reflection is not critical, examples are not quite sufficient, and the mathematics is not precise. However, the mathematics is certainly at the level required. Very strong work in general, just missing that final layer of polish. Postface and Notes I hope I've been able to help out with this guide. Please let me know if you find any issues or inaccuracies or if you still have questions after reading through this. Good luck with your IA! Sourcing Notes: A good deal of these links and some of the information was retrieved from M. Chao's blog, which can be found here: http://bit.ly/K12vhF. It was quite useful to me in doing my own research.The IB Mathematics IA website was very useful to me: it can be found here: http://bit.ly/JbK1e4.The SL and HL Mathematics IB Course Guides were useful to me, especially in the analysis of acceptable topics and criterion E. They can be found at http://bit.ly/1eJQ08k and http://bit.ly/19oDBik, respectively. Revision History: December 24, 2013: Guide first posted.December 25, 2013: Differences between SL and HL syllabus (Acceptable Topics) added. Formatting improvedDecember 27, 2013: Added skeleton for remainder of guide. Added table of contents. WIP: Grading and Evaluation section for all criterions. Reorganized guide.January 3, 2014: Proofread and edit.January 07, 2014: Generalized guide to include the SL exploration as well. To Do List: Improve formatting further.Flesh out postface.Examine criterions in depth.Discuss formatting of IA and how best to write it.Add mistakes section.Add SL criteriae."SL-ize" the guide.Discuss the draft submission and teacher feedback process as well as the extent to which your teacher can help.
  6. 10 likes
    Lots of people seem to have trouble with the Causes of the Spanish Civil War, so as revision for my exam tomorrow I'm gonna make it simple through a guide, containing all of the essay factors! To start, the political spectrum: Right Wing - Nationalists. Includes Army, Church, landowners, monarchists, CEDA, and Franco's Fascist Party, Falange. Left Wing - Republicans. Includes socialists, communists, anarchists, trade unionists and moderate liberals. The Long-Term causes include Socio-Economic, Army and Church, and political system/factors. These led to a desire for change, which manifests itself in the short term cause of the Second Republic 1931-1936. This led to polarisation between left and right, and the trigger factors of Popular Front, Assassination of Sotelo and the failed military coup. Now for some more detail: LONG TERM FACTORS (1800s - 1930) Socio-Economic Spain is poor and weak, economically backwards, mainly agricultural and uneducated.Rural unrest due to poor conditions: 2/3 of Spain's population were poor peasants, and those working on large estates known as 'latifundios' in the South were exploited by landowners, accepting near starvation level wages as disruption = fired.Towns were not much better - child labour and low wages present, however it was easier to join political groups that the ruling classes feared.Economy improved during World War One, but this was short lived and did not benefit the poor.Socio-Economics can be assessed as greatly important, due to consequential divisions - for example, Separatism in which the richer areas of Catalonia and Basque desired autonomy/independence and had their own language/culture. Also, it led to a desire for change due to starvation and fear of the elite.Army and Church Army stood as a form of repression via tortures and shootings, and was hated for the way it brutally put down strikes with help from the armed police (Civil Guard)Church was unpopular and limited education: as late as the 1900s, 64% of the population was illiterate. Church was also responsible for propaganda against liberalism, communism and democracy, and worked with the Army to utilise the feared 'INQUISITION' in order to produce blind obedience. The Church justified the Army's violence, and both were totally opposed to Basque and Catalonian separatism - they were both a Nationalistic force.Can be accredited a crucial role in outbreak of SCW due to the fear, anger and divisions they caused, especially amongst the lower class. Again, the emphasis is that it led to a desire for change.Political Political system and monarchy Constitutional monarchy under King Alfonso XIII.Elections/laws/parliament formed to benefit ruling class, not poor.Despite there being universal male suffrage since 1887, politics were surprisingly right wing.Elections and politics were rigged to remain this way, by brutal thuggish 'caciques' in favour of Liberals and Conservatives.Added to political divisions, but not as high impact as socio-economic tensions and fear of Army/Church in my view.Left/Right division Two major left wing parties: anarchists and socialists. They did not get along and refused to cooperate, with socialists feeling they were respectful of the law and that reasoned discussion would one day resolve Spanish issues. The anarchists thought that the socialists supported repression, and resented them for not being willing to fight for worker rights.Anarchists had a trade union called the CNT and Socialist trade union was called the UGT.Both of these parties were opposed to/ hostilities with the right wing.Significant, but can be called a catalyst showing clear opposed sides instead of a fundamental cause.Dictatorship of Miguel Primo 1923-1930 Due to defeats and humiliation in Morocco, King Alfonso allowed a military dictatorship under General Miguel Primo de Rivera as of 1923, severely undermining the monarchy in the process.Primo split the left wing by allowing the socialist UGT trade union, but driving underground and banning the Anarchists and their CNT trade union.He created mass opposition against him by failing to reform the tax system/economy, did not give peasants the land reform they wanted, and withdrew Catalonian rights.He is a good cause of war, as his failures caused problems to fester, and united left opposition saw him forced out of office in 1930, with subsequent votes calling overwhelmingly for the abdication of King Alfonso and a new Republic.SHORT TERM FACTOR - THE SECOND REPUBLIC 1931-1936. Left Republic: April 1931 - November 1933 Left took office first: the Republicans, under a man named Azana.They widely reformed: started secular education/abolished support of Church ; Reduced army size/number of officers ; allowed autonomy for Catalonia and land reforms for peasants.The result; however, was disappointing. Land reforms were blocked by the landowners, and were ineffective, and strikes were put down. Reforms were 'too much' for the right, and 'too little' for the left.Led to an increase in right wing opposition. A new right-wing group, known as CEDA (mass catholic party), formed under a man named Gil Robles to counter the Left.Azana's Republican government crumbled in September 1933, and following elections were won by the right.Right Republic: November 1933 - February 1936 New Radical CEDA government reversed the reforms of the Left Republic in what was called the ''two black years''Violent repression against the left: an example is how Francisco Franco's Army of Africa crushed an Anarchist uprising in the Asturias coalfield in October 1934.Due to a financial scandal, the Right Republic collapsed in February 1936.On the whole, the Second Republic an important cause, as much polarisation and tension can be attributed to it. TRIGGER FACTORS IN 1936 Popular Front - A popular front (basically the left wing parties united) took charge following the collapse of the Right Republic, furthering polarisation as Franco responded by forming the fascist 'Falange' party (inspired by Hitler) which planned a military coup/takeover. Assassination - Although plans were already underway for a coup, these were accelerated when a leading right wing monarchist named Jose Calvo Sotelo was assassinated by a socialist bodyguard in July 1936. Failed military coup - this was attempted under the leadership of Franco in July 1936, but it failed. This action of the army was to start the Civil War to conquer Spain, fought bitterly until 1939 between the Republicans and the Nationalists under Franco, resulting in Nationalist victory and Franco's fascist regime in Spain from 1939~1975 Hope this helps! (and comes up in tomorrow's Paper 2....)
  7. 6 likes
    It's terrible that you're going through this. I wish I can say more, but even I was of little help when someone important to me lost her parent during the IB. You know you need to fight through this so I'll be blunt. You damn well need to. Don't put this past behind you - talk to someone, perhaps an aunt or uncle, or the parents of your mother, seeing as your counselor is inept and your immediate family is questionable, and get it out of your system. Just vent out all your frustrations and pain. Then get to planning. You have a summer to get yourself onto a good position for when DP2 starts, and is also a good time to deal with your grief. It shouldn't be something that you'll get over quickly - process your feelings and emotions for two weeks if need be. The pain won't go away after, but you know it yourself that you need to keep moving on forward. I can be of help with teaching Chemistry HL content if you wish. Again, it's most important to work through your feelings, but also with the understanding that you can't wallow in misery forever, evident by your original post. I empathize with your toxic social environment and if there's anything you'd like to talk about, or someone to talk to, I'm sure there are many in this forums community that will be happy to help. Edit: I realized how vague my advice sounded, about the planning. If you'd like, shoot me a PM and I'll give you a detailed rundown of what you to put yourself at a much more favorable position during the summer. Also seeing as you're taking 4 HLs, I'm going to suggest you drop one of them down. If they're directly related to career aspirations or university requirements, then clearly English HL is to be dropped - or you can instead drop the HL that you're doing least well in. Given your circumstances, your statement that your studies haven't been going well in the first place, as well as the poor quality of your teachers, there is no reason whatsoever for you to be saddling yourself with more than necessary workload.
  8. 6 likes
    HELLO FRIEND I'M HERE TO TELL YOU WHY YOU ARE WRONG please, as i begin this post, find your nearest measurement device and take a note of where 10cm is. if the only measurement device you have is in inches, that would be 3.94 inches. That is about the length of my index finger and i have small hands!! you with your incredebly powerful and masculine hands must have much long and stronger fingers, but i'm sure you get the gist. now, to answer your, truly brilliant and not even slightly misogynistic, question "who would want a bunch of half naked girls walking around school". Wow ok so this might be a hard one for you to understand, but if i can do it with my lady brain, i'm sure you can manage as well!! I promise you, 1 million billion percent, those girls are not "half naked" to impress you. they are not "half naked" because they are being forced to be. they are not "half naked" to upset you. ​There are doing it because they want to. they are doing it because they want tono one (e.g. school/government/person) should be able to tell a person what they can or cannot wear. there are a few things wrong with how you seem to be struggling to understand about this. Firstly, extended from my earlier point about legs. legs are not something a person should be ashamed of and hide. In our modern society, in all settings, at the very least, a persons genitals must be covered, as they are sexual organs and we, as a society, have decided it is unacceptable for our sexual organs to be on display. (this is not because we should be ashamed of them-some say we started doing this to prevent genital lice). now, the reason i am mentioning this is because a female's legs, and a female's vagina, are very very different things. I am sure that you don't need me to explain why. There is no reason that legs must be covered as we should not be sexualising legs in the way a sexual organ can be sexualised. Additionally, there are no diseases, such as genital lice, that apply to legs, so it is not necessary in any way to cover legs. Furthermore, this is in a school setting, where the majority of pupils would be under 18. There is no reasons for legs to be sexualised, and there is especially no reason for the legs of minors to be sexualised. if there are regulations in place to prevent male students, or male teachers or male members of the public from being aroused by a teenage girls legs, it is more of a problem of the society than of young girls going around "half naked". you made a point that the double standard doesn't exist, and men wouldn't wear shorts that are as unholy as being 10cm above the knee. In japan, this is the primary school uniform (prepare yourself, the shorts are short) http://japandave.com/blog/wp-content/uploads/2007/10/ElemGakuran.jpg it is a cultural norm for (at just about every primary school) young boys to wear shorts that are that short. Yes, this uniform changed in Japanese middle and high school, but it is socially acceptable for shorts that short to be worn by young children. yes, i understand a teenage or older male might not wear these shorts, but i'm trying to show you it is socially acceptable. Also, like I don't know how long the underwear you wear is but it must be pretty damn long if it can be caught so high up in your ass and also reach 10cm above your knee. additionally, there is a difference between underwear and shorts or skirts. while underwear are used to cover sexual organs, short or skirts are used to cover legs. underwear and shorts are quite different in nature, and function in different ways. Lastly, your comment about men not wearing only underwear to school is also wrong. as i just said underwear does not equal shorts. Underwear have developed a sexual connotation due to their function of covering sexual organs. shorts or pants or skirts should not have this connotation. if a man wanted to wear shorts to school, even if they are more than 10cm above the knee, that should not be a problem, it shouldn't effect you and it shouldn't be your business. if anything doesn't make sense feel free to quote this post with your questions and i will happily help you out
  9. 5 likes
    Was predicted 45/45 at some point I think... didn't last long though. I honestly don't think it's worth it (in my opinion anything above 43 is godly and can get you pretty far) Was it hard? Oh hell yea. My mental health was in a pretty bad spot, I didn't have a social life, rarely saw my family and was just super miserable. Eased up a bit in my last year of IB I think it depends on your intelligence and the courses you take. Don't worry about getting perfect immediately after starting IB. Hell don't worry about your score that much at all as long as it's enough for your post secondary pathway. Stress isn't worth it Edit: one more thing to add. After being out of IB for a year, there's no lasting prestige. No one will care what your IB score is after a year, and it will not dictate your success. I'd much rather put energy into a hobby or skill that lasted a lifetime than into some special high school program
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    You have to comply with any internal deadlines. There is nothing according to IB that prevents you from working on them over the summer, but your school may have different rules. Your best bet is to probably talk to your coordinator (and possibly ask for an extension).
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    I took the ESS exam this past May and got a 7. My main study tool was the Oxford course companion. Two weeks before the papers, I began to carefully read through the companion, taking notes on on the case studies and definitions. In these two weeks and throughout the course in general, I relied a lot on Quizlet and the YouTube channels Dan Dubay and NicheScience. Quizlet helped me a lot with definitions, which always, always show up on the papers. For example, here is a link to a Quizlet for the glossary terms found in the syllabus for the course: https://quizlet.com/_1dr29i. The YouTube videos give you break from constantly reading, but still allow you to absorb some of the material. And, be sure to do past papers! Hope this helps!
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    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.
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    Your courses look quite alright for computer science. In fact I've just finished my bachelor in computer science myself, and your course selection is very much similar to mine. Math HL is a must for CS, there is no way around that. As for physics HL, it's not really necessary. I mean even if you go into things like 3D programming or hardware (where knowledge in kinematics, circuitry, and quantum mechanics will prove useful), physics SL is usually enough. However, I've heard that many Canadian universities require CS students to have at least one science at HL. So I'd recommend you to keep physics HL as well, since it would give you more options to study abroad. As for difficulty, it's highly subjective. Many people think that math HL and physics HL are hard, but that doesn't mean the combo is going to be difficult for you. It all depends on your efforts, your way of study, and perhaps on how good your textbooks are. Besides, difficulty can change over time. In grade 10, physics was my worst subject. In grade 11, it was my best subject. And in grade 12, I fell in love with it. A few tips: Spend a lot of time on math and physics. Use your summers and other vacations wisely. Read and study your textbooks beforehand by yourself. Take an active role in your study. Go through the textbooks one chapter at a time and take serious notes, and don't forget to do practice questions as well. Also, I think you should spend your free time (or CAS time) to read a little bit about computer science. Maybe you can do some programming (I'd recommend learning Java or Python), and then use your programming skills to solve some problems on Project Euler, or maybe develop some games. These will be very useful when applying to top universities, where personal statements and interviews are part of the selection process.
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    If your IA is part of the sample sent to the IBO, the external moderator will adjust the final marks based on his/her discretion. Unfortunately if it's not part of the sample, the moderator won't see it, BUT its marks will still get adjusted based on what he sees from the sample. Therefore if the IA marks of the sample are deemed too harsh by the moderator, all IA marks can increase, including yours. The IA is worth 20% of your final grade. Theoretically, it is possible to achieve a 1/24 for your IA and still get a 7 overall for any of the science subjects, provided your exams are pretty much perfect. However, getting a 7/24 does get your work cut out for you in achieving a high grade – you'll need to do more than the minimum for a 5, 6, or 7 boundary in achieving such grades (in your final exams). Generally speaking, if your exams are a mid-5 – boundary for a 5 is between 56-66% – so let's say your external exams overall average to 60%, and your IA being 7/24, worth 20%.... overall your final score will be approx. 54%, which is still a 4 (for HL) Therefore you'd need need a high-5 in your exams to get a 5 overall, a very high-6 or even a low 7 just get a 6 overall etc.
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    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
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    So I was in class doing a science test (this isn't exactly IB rather iGCSE last year) And this boy was sitting right opposite me - and I thought he was copying my work. I realised this when I I wrote down the right answer -> he copies it down (with a smug face) So what I did was change my answer to a wrong one -> he does the same. (I did some acting as well while erasing it out, thinking, writing etc.) Then, near the end of the test, making sure he'd finished first, I went back and changed my answer to the right one. The horror on his face was a must see. He looked completely torn apart with that jaw dropping down!
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    Hey guys, My teachers directed me to this great YouTube channel that focuses on IB eco. I am finding it really helpful Hope it helps everyone in their studies, and just to note, this is a genuine recommendation as I have found it is a great resource. https://www.youtube.com/channel/UCAgqv4n_23LscxFoN-EXoRg Thanks, I hope it helps
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    A few things to consider: Variance: Even though IB is an internationally-recognized program, different schools are going to give different amounts of homework. The IA's, EE's, and CAS all take a fair amount of time but your school is going to have a significant influence in terms of the time you spend on general homework. Variety: This is something that I find especially true for pre-med, science-heavy kids (sorry for promoting the stereotype); they hurt themselves by choosing all of the most work-intensive classes. Stay away from four HL's. If you want to do both Bio and Chem HL, great, but I'd suggest that your third HL not be something as strenuous as Math HL. What you want: You say you're not ready to give up dancing, which is good because IB will quickly kill your motivation for any activities to which you are lukewarm. If you love dance, then it will be a great way for you to wind down. If not, then it will just be an extension of an already too long school day. As for my personal experience, eight hours is certainly doable. I would advise against doing more than eight hours. Really anything that books you for more than ten hours a week is when you will start to suffer. Another thing was that because I worked a job I would be free one day and then have a six hour commitment another day. That's much harder than doing an activity for an hour or so. So don't do that if possible. You say you're a fast learner; I'll contend that while it may be true, but there will definitely be some subjects that are taxing. You won't be a superstar in all of them, and the weaker ones tend to where you'll sink in a lot of time (or at least the time will pass slowest for them). I managed my time by trying to do stuff in advance when I could (read: not very often) and sacrificing a lot of personal time. Is IB worth it? Generally no, but I s'pose that's part of the appeal.
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    hey Mr. BernOnFire, so yeah, i just finished my DP-1 .. first, let me tell u that u are a brave lad for choosing the IB. let me tell u beforehand that the IB is the hardest possible course in the entire world. you'll undergo a lot of stress, and sometimes you'll feel like giving up or hanging yourself.. but i'll give u tips for sure. 1- choose your subjects wisely . you already have a wise selection. and yeah , i also advice u to take either Maths SL or HL, coz while applying for university, students doing either SL or HL maths have an edge over those who choose math studies. i specifically advice math SL, coz math HL is too tough and you'll die(not literally). 2- take breaks while studying. here's what i do: i take a 5-minute break after each hour of studying. and during the the break i watch a youtube video and then i continue studying. the thing here is that for every hour of study u get to watch a youtube video as a reward. you can try this if u want. its upto you to decide how many hours u study.(i study 4 hours per weekday) but make sure not to lose control of yourself, coz discipline is key if u really wanna succeed in the IB. 3- if u feel the urge to procrastinate, just stop what u are doing at that moment , lay on your bed, close your eyes, and think. imagine what your future is like, imagine that u achieve your dream of becoming the best "something(insert here)" in the world. visualize your dream, then work towards it, study like u mean it. and remember: there are are many other students around the world going through this. we all do this together as one world and one heart. As IB students we help each other instead of backstabbing each other. that's what IB is about: international mindedness . 4- if u really wanna do well in academics, don't take your homeworks and other stuff to study as a chore, coz that will only make it worse. and yes, make a study plan for every exam, and on weekdays, just decide what subjects u gonna study before u start studying, and keep a certain time limit for every homework, coz that will help u speed up your work process. 5- i recommend u to decide all your IA and EE topics by january to avoid trouble in the future. 6- remember, IB is not all about studies, and u don't have to be a nerd studying 24/7. do some sports too.(since you are a brazilian i assume that u are a football lover), and try getting into at least one sports team, coz that will give u CAS points, and plus u get more credits while applying to universities. 7- plz don't freak out, coz freaking out will give u nightmares for no reason, be calm . and if u ever feel overwhelmed by your studies, just stop it right there and go for a run , or go play some football!!!(trust me this helps). 8- lastly , have fun!, coz these 2 years are gonna be special, and i can assure u that once u complete the IB, u will never regret it.
  20. 3 likes
    1) Lots. You will have to study and put in an amount of work that is far beyond the norm. The amount of hours is up to you. 2) Again. Up to you. 3) The 2% the shellzies mentions is deceptive. In reality, the sample (IB students) is already the cream of the crop and extremely motivated. You have to be exceptional. 4) Just as any other student would, but putting in more work. I would recommend that you consider your goal and why you want to achieve it. Being very honest, I don't think there is much sense in being "dead-focussed" on getting a 45. I don't mean to be rude, but it seems pointless. Aiming to do well and get a good mark is normal and even something I would recommend, but the insistence on a 45 seems stupid. Getting a high score (let's say above 40 for your purposes) will open many doors for you and provide opportunities just as a 45 will. I'd try my best and see where the chips fall, as the saying goes. Whatever you do, don't do it for the prestige. Don't do it for the admiration. Even doing it "to be the best" will likely lose it appeal as you gain more experience and grow older. What I enjoyed most in IB was the people I met, not a sheet of paper with scores that may or may not be "good".
  21. 3 likes
    Getting over 40 points is already hard... I am not saying that a 45/45 is impossible but bear in mind that 2% of all IB students are the only one's that get this result... Also in my opinion it very much depends on your subject choices, how much you will enjoy the subject, as well as how serious you are with studying (plan your time well with breaks and treats) and also a little bit of luck. I cannot exactly tell you how much you need to study because it is different for every person but it definitely requires for you to be on task all the time no matter what happens outside of school. Hope this helps
  22. 3 likes
    Hi there fellow future medic! As someone who is about to finish IB 1 and has both chemistry and biology at HL,I feel like I can give some tips! Biology: Now, I like this class less than I do chemistry. It is a LOT of memorisation, but it is not as tedious as it seems once you start to link different units/concepts together. I highly recommend the Oxford textbook and Revision Guide - they're marvellous and great for revision! Most importantly, however, you should make flashcards of each unit as you go along. Don't leave it all till final exams, as that will NOT work and only make the entire thing seem "pointless". Condense the information as much as you can. For this there are two options - light flashcards with key concepts where you fill the rest of the info with the book, or (my favourite) you combine all the books, handouts, powerpoint, etc. into the flashcards, making them more lengthy but at the same time the only resource you'll need during revision sessions. Since I commute a lot, this has been a life saver! Chemistry: Oh boy, did I hear a lot of negative things about this class! "You need to be a genius to get a 5." "There's no way you'll pass the unit test with moles - it's a killer." "Taking it together with bio just shows you're suicidal." IT'S ALL RUBBISH. Chemistry, in my opinion, is the most interesting class IB offers. It's not that in-depth, but the broad range of topics you cover (together with the history of certain concepts) is really, really interesting. In chemistry you won't have to memorise as much - certain structures, angles, reactions... but the rest is application of concepts and calculations (a bit like maths or physics). What's beautiful is that once you grasp the concept you will do well in the class. For this class I do a few unit tests I can find online (which you can do with a quick Google search to be fair) and then flashcards, just like for bio. But the key is the understanding of the concepts. Unlike bio, you can't just memorise them and hope for the best, because it involves a lot more logical thinking. Well, I guess you could memorise it without understanding it, but then you wouldn't be pushing towards the 6/7 boundary. I am far from a genius, yet with hard work and the methods I mentioned above I managed to get good grades in both classes. Persistence is very important, remember that! All in all, both classes are rather interesting, and whilst they will prove to be a challenge at times, you will definitely enjoy them. With any further questions, feel free to PM me!
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    Definitely doable. My friend had a middle 4 or so at her end of junior year mocks (HL Chemistry) and is looking at a high 5/low 6 for her final grade. I went from a low 3 in SL Chemistry early in junior year to averaging 7s in HL Chemistry throughout senior year. Focus a lot on the physical chemistry topics: Stoichiometry, Energetics, Kinetics, Equilibrium, but also most importantly Bonding – Chemistry is literally all about Bonding (though of course have at least a solid understanding of all the other topics too). Master those topics and you have a great chance at a 6, provided your IA is also decent (16~/24). Work through all the exercises in the Pearson Textbook for those topics, ask friends/teachers for any questions and be prepared to spend time really thinking about the concepts before you can fully grasp it. Edit: This doesn't apply to everyone so I was hesitant about this comment, but I personally found Organic Chemistry to be an amazing grade booster. You might find your grades increasing significantly once you start covering the Organic Chemistry topics, which usually happens at senior year.
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    This isn't as horrible as it is funny. Okay, so we have a bunch of "exam teachers" that basically watch people take exams to make sure they aren't cheating or anything because our school is large enough for that type of expenditure. We have a grand total of three and they watch over exams depending on what day of the week it is. Anyway I always sign up for the Tuesday/Thursday exam taking slots because I designate Monday and Friday as homework days for the heavy assignments like the EE, IAs, etc. and Wednesday I have CAS hours, private lessons, and other miscellaneous things. The lady who always watches us sit our exams is like this really old, frumpy lady with a walker who wears her weight in pearls (we all know the type). To her credit she is pretty chill but the lady is obsessed with romance novels. You know, the novels you can get at like Walmart for like two bucks a pop with half naked cowboys on the cover. She brings like 5 of them to every exam and just plunks them on her desk, not even caring that we can clearly see the covers. Half way through the year she stopped bring the novels to school and started reading hard cover books with titles like 101 Ways to Teach More Effectively. No one knew why but the consensus was that she got told on by one of the students that probably felt like the covers distracted them. It wasn't that big of a deal until we were taking our midterms and in comes the principal with his eleven year old son. (The principal's wife died a few years back of cancer and he likes to bring his son with him to school every so often. No one minds really 'cause the son is really nice). So they sit down to see if we seem to be struggling with the material or anything. The son get bored after about a hour and just takes a book of the teacher's desk. She doesn't notice because she looks engrossed in her The Salem Witch Trials book or whatever she was reading. After like twenty minutes had gone by the son starts giggling and tugs on the principals shoulder to show him the book. The principal goes red in the face after 30 seconds of reading and leaves the room. The next day I learned that instead of reading what we thought she was reading, the exam lady was actually reading Fifty Shades of Gray/Fifty shades Darker and just putting the covers on her books to look like they were appropriate books. Long story short she isn't allowed to read in the exam room any more.
  25. 3 likes

    253 downloads

    Extended essay guide. In effect for those taking their examinations in May 2018 and onward.
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    In our class we found this guide in order to elaborate a succesfull CUEGIS essay, with examples on each core topic. You can find there a step-by-step guide about how to write your essay and how to get high scores!! There is a table that contains examples on how you could relate one letter of CUEGIS with many different areas of the syllabus, as well as the criterion for it. The document is not mine, we found it on the internet. CUEGIS Essay Guidelines.docx
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    404 downloads

    This is my Mathematics SL Internal Assessment, which scored a 20/20 in the May 2014 exam session. It is a project centering on the modeling of the segment of a roller coaster. It was a real pain in the ass and it took a lot of time. Take into account it is way over the page recommendation IB imposes, but was not sanctioned. Please review!
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    This is good, I have this as well if it's any help to anyone: I also have essay plans for nearly everything else if there's something someone desperately wants/needs.
  29. 3 likes
    This happened in my friends class when they were choosing subjects: - IB coordinator to one guy : "You should take this seriously" - "What do you mean, where's the problem?" - "You're taking Math Studies and Physics HL" *whole class starts laughing hysterically*
  30. 3 likes
    History: my teacher managed to dress up as Adolf Hitler girl: is it true that you have only one testicle? teacher: where did you hear that kylie?
  31. 2 likes
    Step 1 :> Preparing to Study (a) Start studying early. Give yourself more than enough time to review the material that was covered in class. You might want to gauge how soon to start studying by how much material you need to review. (b) Read through the entirety of your notes that will be on the exam. It will refresh your memory of the material and help you remember what you learned. (c) Get some good notes. If you’re not a good note taker, or if there are “holes” in your notes, then ask a friend if you can copy his or her notes. Good notes can make all the difference when you’re studying. (d) Ask your teacher about the test material. One of the easiest ways to begin your studying process is to find out what is on the test directly from your teacher. Step 2 :> Reviewing the Information (a) Re-read your notes. This time re-read your notes for understanding. In other words, you are going to study your notes. Start with the most basic information. (b) Take notes while you study. Yes, take even more notes. You can highlight and underline the information as well, but writing the information down really helps you retain it better. (c) Review your syllabus. The syllabus is an outline of everything that you should have learned over the course of the class. It’s a good place to start to understand major ideas and topics that you should be learning from the class. (d) Write down the major topics and themes that you pulled out of the syllabus. Then, go through your notes to see if you have any notes at all on those topics. Once again, if you don’t, you should ask someone for notes on those topics, and re-read the sections in the book pertaining to those topics. (e) Review study guides and sections. In some books, each chapter has a short review or summary. This is a great place to quickly review and get a gist of a concept. Of course, if you have no idea what the summary is referring to or you need more details to jog your memory, refer to the study guide in the back of the book. (f) Re-read important selections of the textbook. All of the titled sections of the book from your syllabus should be re-read so that you can pull out important information. Step 3 :> Preparing for the Exam (a) Make flash cards. After you have taken notes from studying all of your materials including the book and your notes, use that information to make flash cards. (Grab an index card, or cut paper into squares to use as a flashcard.) Turn statements into questions. (b) Quiz yourself. Once everything is written down on flashcards, quiz yourself with the cards. Keep reviewing the questions that you get wrong until you get them right. (c) Do practice questions. This is especially helpful for subjects such as math. Practice doing the questions in the book that you were assigned for homework. Do extra questions in the back of the book. Re-do questions that you got wrong, and try to figure out why you got them wrong. Do practice questions until you feel more comfortable with subject matter.
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    Generally you should do it in your best subject and/or most interesting subject. You should also avoid doing in your SL subjects, but you can. For non writing courses such as Group 4 and math, you should also consider how good you may be in the IA / past labs.
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    Math and Physics go hand in hand but I dont think I would recommend taking Physics HL if you are not good at it because it is 100x more demanding than 10th grade physics. The rest of your choices seem great but if you want to do computer science I would recommend taking Physics (at least at SL level) and also I would recommend taking 4 HL's to start with, just to be sure when you want to drop either Math or Physics to SL, if your school allows it. Hope this helps
  34. 2 likes
    Pretty much this. Very important to balance social life and workload - though I still went out with friends and family a lot during the DP, I only went partying after exams lel. I would also like to add that unless you're from a world-class IB school with heaps of experience churning out students with 45 points e.g. http://www.acsindep.moe.edu.sg/news_announcement/news/2016-2/acs-independents-2015-ib-exam-results/ that maximizes competent teacher guidance and an uber (probably unhealthy) competitive environment with your peers, it's going to come down to factors that are much more difficult to control. TOK/EE and IAs are the most subjective assessment components to the IB and most teacher-dependent. You can produce an extraordinary piece of work but if your teacher for whatever reason doesn't give you the high mark you deserve, and your IA does not make it into the moderation sample, you're simply not going to get a good mark overall for that component (doesn't happen a lot, admittedly). Similarly there tends to be larger discrepancies between predicted TOK & EE marks with their final ones as again, subjectivity - experienced teachers/supervisors are invaluable in this, but they're not that common either and you'll have to resort to putting in obscene amounts of effort into making your work as close to an "A" as possible - not really worth it in the long run. From a personal perspective and that of my peers, getting a "B" and a "C" for 2 points isn't too difficult and only requires you to put in an "adequate" amount of effort, but gunning for 2x "A"s requires ridiculous amounts of effort that doesn't bring a lot of output - refer to the Law of Diminishing Marginal Returns. Furthermore, 42/45 of your marks boil down to how well you perform on exam day. I drank too much right before my Chemistry exam and kept thinking about going to the bathroom, as well as having received some bad news a couple days beforehand didn't exactly up my confidence - these things were definitely unexpected but still affected my performance. If you're already consistently getting 6s and 7s in all your subjects and getting 42-43 overall, you have a shot at a 45 as almost any. Unless your performance in all your subjects are wayyy up the 7 boundary and you're just that ludicrously good that having a bad exam still puts you at a low 7, what will determine your 45 are really how lenient your examiners and moderators are, what kind of mood you were in during your exams, and the types of questions in terms of topics/difficulty presented in the exams.
  35. 2 likes
    Hello everyone So, this part of the forum kind of died out, therefore I decided to make a topic about the thing that has been bothering me for the past few months. We all go to school, or went at one point in our lives. We were graded on our tests, and those tests gave us an idea on our knowledge about the subject… But can they really tell us whether we are/were intelligent? Nowadays the pressure on recieving good grades is so high every 5th high-school student confessed that (s)he has experienced school-related anxiety. I know people who get really good results and I know people who barely pass. Both of those groups act in a similar way, and their non-academic skills seem to be around the same level. I know there is a positive corelation between good grades and intelligence, but the argument that they separate the "good students" from the "bad students" seems wrong to me. Einstein failed school when he was younger, and even the teachers told him he would never archieve something in his life. Yet his IQ has been determined to be around 160 and he turned out to be one of the most known scientist in the world. Grades are important to get into good university, and to test our knowledge, but can they really define us and our level of intelligence? Isn't intelligence something much more complex than just a number on a piece of paper? I have arguments for both sides and I can't wait to read your responses. Mac117
  36. 2 likes
    Ignore the above 2 posters. Interior design is likely to include little to no maths, and UK universities do not care if you have studies for a course that has minimal maths. I'd imagine you'd need Art at HL but no other subjects would be required. e.g. http://www.ed.ac.uk/studying/undergraduate/degrees/index.php?action=programme&code=W250
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    Funny, our psychology teacher gave us that very study to analyse, although she didn't use the original paper of course. It is possible, although probably quite unlikely, that the study was published posthumously. However, I've just done some searching of my own on both google scholar and sciencedirect, and I cannot find a single mention of the specific monk study that you've mentioned. The closest I've found published by both authors together was this study, but seeing that it was published in 1966 and is not related to serotonin nor sensory deprivation, it's obviously not the study you mention. There is also a review of hallucinogens and serotonin published in 1999, but two problems - different author, and it's a review, not an observational study. The relationship between serotonin and hallucinations is quite well documented, however, so the study actually seems pretty valid, which means it's actually quite well-done if it's been fabricated. Anyways, I may do some more digging around later if I have the time, but for now I'm forced to conclude that the study doesn't exist, so it's probably good to substitute this study for another one for anyone planning to use this. Probably also good to mention that neither the Oxford study guide nor the Pearson textbook mentions this study, and usually it's pretty easy to find the original paper for the studies (e.g. Asch (1951), Loftus and Palmer (1974)).
  38. 2 likes
    I doubt a 6 in Chemistry HL, which is often equated to a 5 in AP Chemistry or an A in normal high school curriculum would ruin your chances at a Chemistry major... I have a friend who's enrolled into medicine with 2s in Chemistry SL if that makes you feel better. Edit: I swear man you gotta be able to let these small imperfections slide. There are so many little things out of your control and it's not healthy to fret over things you don't have to. It makes me worry you're going to easily get CHD/heart troubles down the road
  39. 2 likes
    If you pull your grades up to 5s and 6s you'll probably get into most of all of your Canadian schools. UBC and queens will be the hardest. Canadian schools: -don't care about any grades except for senior year (except ubc) -don't care about extra curriculars (except ubc) -have very low grade cutoffs for the arts
  40. 2 likes
    ESS and Physics is a weird combination... I would pick Geo if I was you, its similar to ESS. Also I would pick Chemistry instead of Physics seeing as you are taking maths studies. Also classics requires Latin or/and Greek as languages but seeing as your school probably doesn't offer it, taking 2 languages as HL should do. Also history is very highly valued when applying to a classics course, although history HL is challenging but manageable... Hope this helps
  41. 2 likes
    Just wait till your grades are out, then everything is 100% safe to post online. Though private sharing (e.g. via email) would not be caught by plagiarism software
  42. 2 likes
    Ask your parents to talk to the headmaster or whoever is running your school? This sounds absolutely ridiculous. Your teacher/DPC are not 5 years old, they should leave their emotional nature at home. They're there to teach you and protect your interests as a student. Sounds like they're doing an appalling job.
  43. 2 likes
    Math HL opens more options compared to French HL, so I can see why your teachers recommend that you choose math HL. It's highly useful when applying for math intensive courses like engineering and finance. If you want to keep your options open, then it's a good idea to choose math HL. With that said, it's dependent on whether or not you find the course to be suitable for you. Math HL has a reputation for being quite difficult, and it's a good idea to do some research on what the course may entail. Search online for the math HL syllabus, as well as pre-requisite knowledge, and you should be able to make a good judgement for yourself.
  44. 2 likes
    'Easy' subjects depend on the individual. What are your strengths? What does your school offer that you feel comfortable with taking at HL? These are really things that you have to ask yourself. Apparently Geography HL is a pretty decent subject, even for beginners? It's the only one I can think of off the top of my head.
  45. 2 likes
    That would be a holy bible my friend.
  46. 2 likes
    Hey! My subjects are very, very similar to your proposal and I'm currently in mid-IB2, so hopefully I can lend you some tips on how I've navigated subject selection so far. I went into the IB knowing I wanted to get into Medicine and seeing as you also have generally sciency premonitions, this seems a very apt subject selection. Things you should know/expect: What my first piece of advice to you in IB1 would be is - be concrete about your university choice and whether or not Maths SL will really be useful. If you are sure you don't need it, I would recommend dropping it. I did not fully consider this, and dropped Maths SL to Maths Studies SL. Whilst it has been considerably easier, what I've effectively done is lock myself out of any remotely scientific course at Melbourne Uni [around equal for the best university in the country]. My imperative to you is get into contact with your prospective universities, explain your scenario and ask them about their prerequisites. I only managed to get in contact with Melbourne University at the very end of last year, where they outright told me that they don't accept Maths Studies. By this point, it had been 6 months since I dropped SL and couldn't go back up. Be aware that you have selected content-heavy HL subjects. Eventually I settled with English Lit, Bio and Psych and my estimate is that you should be prepared to dedicate at least 60% of your time to these subjects in IB1 and IB2. Biology in particular has a massive syllabus, where I assert to you, you genuinely need a full two years to get it all in your head. Kick your head into gear with it early. My thoughts are that you've made a good choice and should keep English and Psychology at HL, because compared relatively to sciences or math, there is fewer differences with SL. Spend IB1 judging whether you prefer Chemistry or Biology at HL. For me, I picked Bio, because I was more ready to dedicate time to content-memorisation than conceptual-memorisation. Additionally, my grades where better in Biology. This choice should be based on your own preference. In my opinion, its a good choice to go for Ab Initio. Try to not regard it as easy marks and try to learn the language organically rather than in a formulaic manner [which you'll be used to with Biology and Psychology soon enough]. English Literature is probably my favourite IB course because it allows for personal flair and is assessed in a much more progressive way over the course, as opposed to a simple emphasis on the final product. Sorry if this came off as excessively negative, though I spent a long time in IB1 and even early on in IB2 making poor choices about my subject selection and seeing as your subjects are eerily similar to mine, I thought you should know these things.
  47. 2 likes
    So far since the beginning of this semester I have done great, with mostly 7s for predicted. I was confident that, if I could a good job on supplementaries, I won't have any trouble getting into my dream schools and programs. However a few weeks ago life has hit me hard on my face. My mother passed away very suddenly and I am essentially in a wreck. I have been forcing myself to study and stuff, even though all my teachers are advising me otherwise, because I really want to make my mother happy by being able to get into my dream schools. Still, it's been hard, and my grades are somewhat slipping from tests in the last 2 weeks. I am wondering about extenuating circumstances. How do universities look upon extenuating circumstances? If I am only now dropping in grades after my mom's death, will they just instead look at my midterm marks before all this happened?
  48. 2 likes
    Hypothetical question: if there was a woman who could perform as well as men, could she be accepted to the special forces in your opinion?
  49. 2 likes
    The other responses in this thread should answer why you probably shouldn't do this considering how little it benefits compared to how much of a hassle it will be. Here are some ideas for other stuff you could do instead that may benefit you much more. (I'm always a fan of extracurriculars and so are universities/everyone) List of things you could with your time: Learn some computer programming Do some interesting internships (online or in real life) Enter in some competitions (academic or sports depending on what you enjoy)Take this time to develop yourself as a person rather than just getting a little advantage by killing yourself with that much learning that you will never need again in life.
  50. 2 likes
    My school offers French B SL only (I think). Which is why all the Diploma students have to take it.