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  1. 2 points
    Your presentation does not demonstrate that you have really learned anything in this class. Nothing you have said is blatantly wrong, but it is incomplete and one will likely reach these conclusions without even taking a single day of ToK: science needs objective evidence, but a person can be very satisfied with far less rigorous justifications. The underlying problem is that the KQ is way too broad. A secondary problem is in the structure: the claims should be more specific and detailed than the KQ, not just be re-wordings. The KQ should offer a general idea of what you want to explore. Unfortunately, "epistemic justification" and "valid" are not meaningful. You can mention the main AoKs or WoKs, and pin down a specific model of knowledge (eg correspondence, coherence, pragmatism). I would say for you personally, stay away from discussions of ethics because it does not look like you are familiar with main theories and branches, but I assume you have a working knowledge of what the scientific process strives to be. The purpose of a TOK presentation or essay is to discern and analyze the assumptions and implications of a knowledge claim. The Wakefield RLS is an excellent way to explore the necessary foundation for reasoning. His data were unreliable, not because he didn't use reasoning, but that the sample was not controlled or random, and there were likely motivations (personal, political, or commercial) to reach a pre-determined conclusion. What I just said should be obvious, but it is important that you be this detailed and explicit in the presentation and the essay. In fact if you are not careful, the same RLS can used to justify why reasoning is bad for science, because of how Wakefield's false reasoning still makes an impact today. The secondary problem of structure could be partially eliminated once the KQ improves. The current outlines lacks flow. You are going into too many aspects without going deep in any one of them. After establishing what "good" reasoning looks like, perhaps in context of other WoKs, you can explore what is "validity" and discuss whether reasoning is the only path to it. (If it is, then do you see the problem of people like Wakefield proclaiming rationality for an ulterior motive? ). One important discussion is on the purpose of replications and peer-review, in context of establishing rationality and validity. You can still include personal/shared knowledge by being more careful and detailed about how certain personal beliefs are rejected by the scientific community, or for that matter, by any field of study. Hope that helps! Best of luck
  2. 2 points
    I once... omg I'm already getting all teared up when I think about it... ok, let's just say it: This one time I finished my shampoo and my conditioner at the same time. (Mostly girls will relate.) I also always find matching socks every day, so I got that going for me, which is nice.
  3. 1 point
    Riverside School of Prague, Czech Republic! Graduating in May 2020 😊
  4. 1 point
    I agree with the above. Personally I think you should approach this through ways of knowing. This is a classic case of the power of emotion as a way of knowing, and watching it take primacy when actually emotion is not a suitable way of knowing for interpreting the knowledge being presented. This is an example of the broader phenomenon of 'fake news'. Additionally you have abuse of logic as a way of knowing - Andrew Wakefield mis-represented his results and did not perform an adequate study to provide the answer he then went on to claim. I would say that this situation is an excellent example of ways of knowing being used incorrectly. It also really highlights the main flaw of reasoning as a way of knowing - that actually it's pretty useless in the setting of ignorance about the underlying concepts. If you don't know enough to understand why Wakefield's study was a load of rubbish, or understand enough about how vaccines work to understand the concept of herd immunity and so on, you're already working off the wrong foundations and will never reach accurate conclusions. For example, there's a whole load of people out there who if you told them the government was poisoning them with dihydrogen oxide, would probably freak out because they don't have enough of a foundation of knowledge to realise that it's the same thing as water. They may also have pre-existing beliefs about conspiracy and feel more inclined to believe it as this 'confirms' some knowledge they already have which is based on faith (that the government is not acting in their best interests). Ethics isn't really relevant to the discussion as you've framed it, in my opinion. The ethical dilemma is not about how people feel as individuals on this subject (that is not an ethical issue in any respect), but ethics would come in when it comes to determining what to do from a broader perspective. Specifically, is it acceptable to 'make' people vaccinate or otherwise penalise/exclude them? That's an ethical dilemma. However you're not really talking about that that I can see - and to be honest I would probably avoid it and go with your first idea because it allows you to discuss more TOK concepts ie. explicitly address the ways of knowing.
  5. 1 point
    From the universities perspective, they want people who will stay in the program because they enjoy it AND can withstand the workload. And so the main reason that they preferentially take people with Chem/Bio/Math AA at HL is that the combo demonstrates both pretty convincingly. It's really Math AA HL that is somewhat comparable in workload to the upper class courses and these universities would be really happy to see if you take the class along with Tok/EE/CAS/5 other subjects. If you are serious about Oxford/Cambridge then it seems that you almost have to take Chem/Bio/Math AA HL. I really hope that's an understatement out of modesty. Math HL (and expectantly the new Math AA HL) gives 4s and 5s to ones who were top students before entering IB. If you are not already in the extended program, it's really hard to score well in Math HL. 4 people is not a Math HL size big enough to have you guys study with each other, and makes the class extra challenging. With that said, I think it's best that you find some creative/lab research project related to biotech or biochem to work on so you have something others won't have. None of your other courses matter as much admission-wise: only the sum of the final grades (or predicted grades). I am not sure about Lang/Lit, but English Lit HL was definitely not easy 6. Taking English Lang/Lit HL simply to show you are good at English is somewhat redundant, because you are already taking IB in English. Consider looking at required courses for the university degrees you are interested in. If you see degree courses include a lot of math pre-requisites, or if you have to take 4 or more math classes to graduate, then the degree can be math-heavy and they will want Math AA HL more. In general, biotech and biomolecular engineering tend to have greater math requirements because they are closer to engineering than to physical sciences. My main recommendation is HL: Chemistry, Biology, Economics SL: German B (I can't believe they allow you to take that at SL), English Lang/Lit, Math AA + a really good biotech/biochem project that noone else would do. Also, stay away from ESS unless everyone at your school get 7s. At 7/7/6 HL and 41+/45 about 15-20% chance of getting at least one offer from either Oxford or Cambridge. A much stronger combination, if you are better than math than you lead on, is HL: Chemistry, Biology, Math AA (ideally 5+ in Math AA and 41+ overall) SL: German B, English Lang/Lit, economics, maybe going as far as saying German B HL, for four HLs. + some physics credit from your school or elsewhere, + reasonably good biotech/biochem project or extracurricular. Working at a pharmacy is insufficient as you are not using nearly as much creativity and problem solving skills. At 7/7/6 HL and 41+ about 35-40% chance of getting at least one offer from either Oxford or Cambridge. Add 20% either combo if you do a really really good biotech/biochem project/extracurricular.
  6. 1 point
    My personal project (everything) was due somewhere in March (18th or something like that). For my academic honesty form, I had scanned and submitted my form in 3 pdf files (3 pages) on time, and my MYP coordinator at my school took me out of class for a few minutes and told me I would need to put it into one folder since she was going to send my personal project to the IBO. I find it very odd that nobody came to you to make sure to get your forms signed because my MYP Personal Project coordinator was running around the school making sure these disorganized kids get their forms signed. This is what I would recommend: - Try to arrange an appointment with your supervisor and get those forms SIGNED - Talk to your MYP Coordinator/Personal Project Coordinator to ask if it's fine that you've submitted your documents late (i.e. if you will pass the grade)
  7. 1 point
    I think the group limit size as specified by the IB is between 1-3 people, but your school/teacher may have internal reasons for setting such limits. Your claim and counter-claims should be drawn from / be inspired by your RLS, but need to be de-contextualized, so generalized. Then you pivot them into new RLS, ideally from a different topic and AOKs. The aim is to show that two seemingly unrelated things are in fact linked by the same knowledge question.
  8. 1 point
    I did my presentation with a partner, but remember that the amount of content needs to be proportional to the number of people in the group. I think it's good to be in a group unless you can't find anyone you can work with. Claims and counter-claims should be general, as opposed to specific to your RLS. Feel free to have examples outside of your RLS to support your claims and counterclaims.
  9. 1 point
    Provide you reference properly you don't necessarily need to include footnotes in the sense of additional text, unless it seems helpful or relevant to do so. However you do need to reference, so if by footnotes you mean referencing where required... you definitely do have to do that.
  10. 1 point
    There are some Chemistry IA topics which can be done. These are the topics which can be done: you can find the calcium content between different products: different milk samples You can create your own soap using different Oils and also calculate the TFM value of the soaps you can find the sodium sulfate or sodium flouride in different toothpastes and you compare them. You can use these topics for your IA if you want to.
  11. 1 point
    Can we have a "scooby Doo goes ruh roh" and a Jerry Smacking Tom on the head please And no i'm not mucking around
  12. 1 point
    You should first identify the specific vector math that will be used, eg distances, transformations. Then you should evaluate whether you know what to say. Finally you can connect it to video games (an application). It is risky to find an application before looking at the specific math you want to explore.
  13. 1 point
    I can jump off a building and land on my body
  14. 1 point
    You know you're in IB when the promise of a coffee stop was the only way to get you to go on a field trip (for an IB class)
  15. 1 point
    Skip to useful links: Video Summary of TOK (workshop) To every confused soul out there who is yet to start their first year in IB and fear the nice philosophical subject of TOK. This here thread is me explaining to you what exactly this subject is:). What is TOK? The Theory of knowledge is a minor branch of Philosophy which, when learned, enables one to think about and evaluate the knowledge that we gain rather than just accept it as "truth". In English: we learn how to not be suckers and believe everything we're told . Why go through the pain and agony of learning it? Well basically, because the IBO says so But really, after my IB experience I've realized the point of the IBO actually including TOK as a requirements for Diploma. When I started writing my World literature assignment and my Historical investigation for English A1 and Islamic History, I found myself making TOKish claims in these essays. In fact, a whole criterion for the Historical investigation (Criterion evaluation of the Study) was basically TOK mumbo jumbo. So my theory is that the IBO are smart enough (or this could be coincidence) to teach us TOK so as we could produce decent essays when starting to work on our IAs . Though this might be me over-analyzing things due to making a huge part of my life TOK! My point being! it's not useless! so pay attention in TOK class! What do I have to do after I learn it? Your TOK grade will be out of 60. 20 marks of this grade will depend on a presentation you will have to do (either in a group or individually- mind each person would have to finish 10 minutes of speaking) on a title which you will discuss in a TOKish manner. The rest of the 40 marks will be awarded to you depending on an essay you will write on what is called a "prescribed title". These titles are given to you by the IBO (try googling for it -for example if I wanted to find the file with the prescribed titles for my year I'd google "May 2007 TOK prescribed title). There is a criteria for grading your TOK essays and presentations. To write a good essay and make a good presentation, I suggest you read the marking criteria first, then start off. I will have the criteria on here as soon- I'm on holiday, you all cause chaos to my relaxation plan right now . So there it is. The whole package... Now the point of me being here (after I've finished with my TOK course and IB altogether) is my helping you people get through it as well, and hopefully with much better grades . Stop the BS and help us out already... is probably what you're thinking as you read through this post so here's the deal chicks and dudes (yes I have finished IB, and yes I still say chicks and dudes B)): priary step to helping you out is providing you with essay outlines for your year's title. I'm taking the liberty of making may 07 and may 07 title outline myself which you can find here (if all you can see is essay titles in those articles then I probably haven't gotten the time to post the essay outlines on there yet -it's a work in progress). If you are a candidate for a different session and want advice on some essays, then post a thread in this forum and me and other members (who we'll have soon ) would love to give you some pointers .
  16. 1 point
    You know you're in IB when you cram every night before a quiz or exam and also procrastinate every day.
  17. 1 point
    You know you're in IB when after every single thing you do you question yourself "Does this count for CAS?"
  18. 1 point
    Ocean Springs High School, USA, May 2017
  19. 1 point
    Hello, I am in IB1 and my IA proposal for business is due tomorrow. I can postpone the latest to Monday. I have found my company, but have difficulties to come up with a research question. My company is a food trading company, as it gets food from other countries and trades it here, in UAE. I have only studied about HR, marketing and Business organisation so far. Can someone please please help me come up with a research question soon!! The help will be trule appreciated. Thanks, Riya
  20. 1 point
    I know that the bio exam is over now, but in order not to make a new post for this purpose I figured i might post the list and explanations here. This is all from the IB Biology 2016 syllabus subject guide. I included only those you need to explicitly draw and not drawings that you should annotate etc. Hopefully it will be of use to someone next year TOPIC 1 1. Skill: Drawing of the ultrastructure of prokaryotic cells based on electron micrographs. Drawings of prokaryotic cells should show the cell wall, pili and flagella, and plasma membrane enclosing cytoplasm that contains 70S ribosomes and a nucleoid with naked DNA. 2. Skill: Drawing of the ultrastructure of eukaryotic cells based on electron micrographs. Drawings of eukaryotic cells should show a plasma membrane enclosing cytoplasm that contains 80S ribosomes and a nucleus, mitochondria and other membrane-bound organelles are present in the cytoplasm. Some eukaryotic cells have a cell wall. 3. Skill: Drawing of the fluid mosaic model Drawings of the fluid mosaic model of membrane structure can be two dimensional rather than three dimensional. Individual phospholipid molecules should be shown using the symbol of a circle with two parallel lines attached. A range of membrane proteins should be shown including glycoproteins. TOPIC 2 4. Skill: Drawing molecular diagrams of glucose, ribose, a saturated fatty acid and a generalized amino acid. Only the ring forms of D-ribose, alpha–D-glucose and beta-D-glucose are expected in drawings. 5. Skill: Drawing molecular diagrams to show the formation of a peptide bond. 6. Skill: Drawing simple diagrams of the structure of single nucleotides of DNA and RNA, using circles, pentagons and rectangles to represent phosphates, pentoses and bases. In diagrams of DNA structure, the helical shape does not need to be shown, but the two strands should be shown antiparallel. Adenine should be shown paired with thymine and guanine with cytosine, but the relative lengths of the purine and pyrimidine bases do not need to be recalled, nor the numbers of hydrogen bonds between the base pairs. 7. Skill: Drawing an absorption spectrum for chlorophyll and an action spectrum for photosynthesis. TOPIC 3 8. Skill: Drawing diagrams to show the stages of meiosis resulting in the formation of four haploid cells. Drawings of the stages of meiosis do not need to include chiasmata TOPIC 4 9. Skill: Quantitative representations of energy flow using pyramids of energy. Pyramids of energy should be drawn to scale and should be stepped, not triangular. The terms producer, first consumer and second consumer and so on should be used, rather than first trophic level, second trophic level and so on. TOPIC 6 10. Draw a diagram to show the structure of an alveolus and an adjacent capillary. TOPIC 9 (HL) 11. Skill: Drawing the structure of primary xylem vessels in sections of stems based on microscope images. 12. Skill: Drawing internal structure of seeds. 13. Skill: Drawing of half-views of animal-pollinated flowers. TOPIC 10 (HL) 14. Skill: Drawing diagrams to show chiasmata formed by crossing over. Diagrams of chiasmata should show sister chromatids still closely aligned, except at the point where crossing over occurred and a chiasma was formed. TOPIC 11 (HL) 15. Skill: Drawing labelled diagrams of the structure of a sarcomere. Drawing labelled diagrams of the structure of a sarcomere should include Z lines, actin filaments, myosin filaments with heads, and the resultant light and dark bands. 16. Skill: Drawing and labelling a diagram of the human kidney.
  21. 1 point
    when you connect everything to TOK
  22. 1 point
    I'm finishing Attack on Titan right now. It's the first anime that I've ever watched, and I gotta say, it's amazing!
  23. 1 point
    I did my EE in music, got an A. I am of the opinion that the EE should be done on whatever subject you want as long as you feel dedicated to it. I did not take IB music as it was not offered at my school, even so I decided to do my EE in this subject (ignoring the warnings of my supervisors). I had studied a basic level of music (5 years in a pre-highschool program that included music theory) and had plenty of experience in music (7 years playing). I think that you can have some pretty good experience in a few years of playing but you do need to know basic music theory in order to make your analysis. You also need to limit your topic. Two songs are more than enough in my opinion. You can also analyse phrases of the songs instead of analysing the entire song. Analysing a whole genre is very hard as you would need to analyse a big number of songs about that genre in order for the analysis to be representative, what you can do is research the literature of that genre and define it musically. This alone is not enough as there is no analysis done there by your part. Maybe you could take two representative songs of each genre, and analyse or compare them based on certain aspects (like rythme and armonic or chord progression). You would need to change your question accordingly though. ("...as seen in this song, and this song.") Also, try to get a tutor (asesor, supervisor) for your extended essay that knows about music, but dont forget to look for someone that knows all the ins and outs about the format and style of an EE, as with only the correct format (worst case escenario) you can get at least a D. If you want to know more about what I did for my EE here is a short version, feel free to ask more questions. My topic was "What characteristics of the genre Son Jarocho are found in La Bamba by Ritchie Valens". It consisted of two parts, the first part was the theory part; which was an indepht (as much information as I could find relevant for the EE) paraphrased description of what the Son Jarocho is (musically). And the second part was an analysis of La Bamba by Ritchie Valens. For this I transcripted (wrote) in music sheet notation the version of the song played by Ritchie Valens in order to compare the musical aspects of it with that of the Son Jarocho. I used snaps (photos) of that music sheet in the body of the EE and included the music sheet as an annex at the end. I really had to narrow my investigation, and at the end I was very close to the 4000 word limit.
  24. 1 point
    4 hours is crazy!! I'm just going into my year 2 of IB, and I realised that if I want to do well, I need to start getting a lot more sleep! Last year, I was getting about 6 hours a night, and I felt crap pretty much everyday, and had no motivation to do my schoolwork. Over the summer, when i had a chance to sleep in, I started getting about 9 hours a night, and it didn't just make me feel better, but I noticed when I was studying and doing schoolwork that my mind just worked much faster, and I remembered things better too! I think even if you have to spend less time studying as a result, the extra sleep will actually cause you to learn things better to enough of an extent that it's worth losing that study time! 8 hours sleep at least!!
  25. 0 points
    I don't think it is. There's unnecessary burden on students which should be but some people might find it "positive", i don't. Extended Essay is pretty much useless, especially the Science one as you have to do a proper practical and it just eats up so much time that one could spend on studying other subjects, the opportunity cost is a lot. TOK is ok i guess but again, Philosophy being a separate subject is pretty much the same to me however i still find TOK fun. The restriction that one has to choose 3 HL and 3 SL, is ridiculous as i wanted to switch my HL geo to HL film but i couldn't as my timetables didn't match and i could only replace my HL by another HL (with time table restrictions) or i would have to take one of my SL subjects at HL. Overall, it may help you weigh up your CV when applying to universities (to some extent, compared to A levels, as universities in UK require the same level of A level grade as IB credits) or jobs...but i could have been doing 3-4 A level subjects with all the unnecessary trouble and could be outperforming in them. Seriously, if you know that you're going to go to a specific university, then there's little to no point of doing IB.

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