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  1. 59 likes
    Sup people of the IB. I found a short guide that I wrote a while ago that deals with stress and procrastination. I'll add more to it later (the irony but it is late ) so hopefully it's helpful. There's more to come if I remember Stress Firstly stress at school is mainly caused by lack of organisation. So sorting that out could half or even eliminate your 'i want to rip the hair out of my head' feeling! How to organise work: Invest in a folder if you write notes with a note book and use folder separators to make things easier.This makes losing notes a lot less likely because they are in a named folder. Plus it makes you feel really professional If you're feeling that things are getting to you, just step back for a little bit and think. You don't need to be getting overly stressed because that hinders your work and can result in tears, this isn't helpful to your development because it lowers your confidence. Try drinking some water, taking a short break from revision or going for a walk. Clear your mind. Procrastination This thing is horrible. I hate it loads and i have a half decent way of sorting it out. Just know that you cannot get rid of it completely otherwise you'll probably end up not enjoying life. No one can seize EVERY SINGLE opportunity they have to work. It's just not realistic haha The reason why procrastination happens is because there are two parts of your brain that helps this. ( I cannot remember their names, forgive me for that) One part see's the short term benefit of everything, like going on facebook or staring into the sky. This part is much bigger than the part that see's the long term benefit of working now. Plus the long term benfit part (the determined one) gets tired quickly. Ok, imagine yourself as two people. 'present' you, and 'future' you. 'Present' you wants to put off work and say i'll do it tomorrow until your you've started everything too late. This would make you think, 'yea i promise i'll do it tomorrow but now i'll watch tv' or 'now i'll stare at pictures of yoda riding a cat'. Do you notice this trend? It happens a lot. What you need to remember is that, it isn't now you that will be feeling the consequences of your procrastination, it'll be future you. (i hope this is making sense so far) You need to look to future you and think that you want to have less work so you'll do it now. Procrastination isn't because you're lazy, it's because you're weak in the sight of distractions (that sounds mean but everyone gets distracted for the reason i stated above) Keep your work neat.You don't want to be revising and realise that you cannot read half of anything that you've written. Some care will go a long way.You don't need to write full sentences when making notes, just something that can remind you what was taking place in class.Try organising your work daily.This further reduces the chances of losing sheets and notes, hole punch it and keep it safe. You'd be surprised how much they can help Lessen the distractions!Disable facebook or move the facebook app from the homepage of your phoneMute your computer so you aren't hearing all sorts of notificationsClear the cookies from your computer so you have to enter your password in everytime you want to log into something (but make sure you remember them haha) This makes logging into stuff an added effort so you're more inclined to just not bother and start your work.And if you need to just ban yourself from IBS and TSR (if you use it too)Give yourself motivation!Put pictures up of what you want to achievePlan a little treat you can have ONLY if you've completed a certain amount of work... not if you've done something for a specific timeIt's too easy to say 'i've read for half an hour, time to chill'. You could've just been sitting there [*]Look into what you want to do and what you need to do to get there My next point is that not all procrastination is bad! So when you feel lazy instead of refreshing the facebook homepage, read an article from the news or a page from a book relating to your subjects. Plus don't mistake procrastination for having a break, breaks are good! they keep your sanity in tact Ok the end is here! After multiple facebook references, unnecessary emoticons, incomplete sentences and poor humour that is. I really do hope someone finds this helpful as this took me a while to write but maybe it'll be worth it Just remember, a little stress isn't bad and taking breaks isn't the same as procrastination. I'll be adding more to this as things come to me. **** Here is a prioritized to do list: PrioritizedToDolist.pdf You list all your tasks and label them A - F, with A being the most important and anything after D generally something you can put off until you've finished everything before that. Stay concentrated and it won't seem like that much of a daunting task!
  2. 42 likes
    The title is pretty much self-explanatory (lol) but if not, this is a post about writing an a1 language ee, primarily focused on english obviously, and based largely on personal experience. If you have any questions about this post (turned out longer than I expected!) or the ee itself, send me a message. Also, if you have a draft and are looking for feedback, I might be able to help. Ground rules first - you need to have a good grasp of your the language you are writing your extended essay (latin and ancient greek possibly excepted) -- and this probably means a good grade in the relevant class. Choosing good supervisor, and one you are on good terms with, is also a good idea. You should download the Extended Essay guide as soon as you have decided on your subject and read the introductory bits, as well as the parts specific to Group 1 languages, several times through. You should also probably set up a folder on your computer for extended essay related files - I have for subfolders 'resources', 'example essays', 'quotes' (from the book I used), and then the various stages of the draft. Organization will eventually become key in the process - you'd be amazed at how many people send off the wrong version of their essays, year after year, and even more waste dozens of sheets of paper printing different versions. The extended essay can probably claim the dubious honor of being effectively responsible for hectares worth of deforestation. Also, there are two categories of extended essays in group 1 - involving writing in its original form, and involving a comparison between writing in translation (or from a foreign language, if you speak it well) and writing in its original form. I wrote the former, so this guide will probably be biased in that direction. Won't hurt to read it though. On to the process. I'll set it out as a list because it's easier to read in pieces (quantized form, as my physics-filled mind suggests), and because it's easier to find the place you're at for reference. Choosing the text(s). Some people will suggest choosing the literature you love best, but as this generally tends to be either Tolkien or Rowling (or, god forbid, Meyers), I wouldn't recommend it. Enthusiasm is no substitute for originality and literary value. You are best off going, I think, for a little studied and recent novel that won't have been critically exhausted but is clearly literary. Your supervisor can probably recommend some good books; (more or less) contemporary writers to look out for include Isabel Allende, Margaret Atwood, Jonathan Franzen, Ian McEwan, Mario Vargas Llosa (nobel 2010), Haruki Murakami, Zadie Smith, Philip Roth, Gabriel Garcia Marquez, and David Mitchell (off the top of my head). Looking back I realize it would have been far easier to compare two books - look for a common theme, motif, etc. - and another good idea is to find a point in the critical context you can argue with. The classic example of the latter would be proving/disproving racism in Heart of Darkness, which, by the by, I seriously counsel you against doing. Classic texts have been done so many times that the examiner will be annoyed and most likely you will end up repeating something that has been said before. That said, you should try to find text(s) you like. Drama and poetry are interesting in this sense because you can achieve quite a bit of comparative depth and you won't necessarily be unable to look at the texts involved when you're done - novels are probably harder to deal with, if ultimately more rewarding. Research (i): the text(s). First thing to do is to read the novels, plays, or poems you are looking at. And then read them again. I have an odd phobia of highlighting or even breaking the spine of for that matter anything that's been printed, so I copy out entire quotes and make notes on them in a word document. Takes forever - but it helps understand the novel, and it makes writing the damn thing a lot easier. Whatever works for you - make liberal use of post-its, highlighters, or keyboards in your quest to form a complete understanding of the text(s). Understanding the text (henceforth referred to in singular) also implies understanding the critical context, which you will need to briefly outline in your introduction and probably refer to in your arguments, so try to find university documents and stuff like that. Also important to understand the literary context a little bit; intertextuality is basically in every book you read these days, to various extents. To writers like Joyce or Eliot intertextuality is not just useful, it's fundamental. Research (ii): extended essays. The other thing you should probably get familiar with is the general way extended essays work. We have a decent database; other than that, your supervisor might be able to give you some examples. Ask her also for the examiner's report, which gives invaluable feedback in terms of what to avoid. In terms of the examples, read both the really good ones and the really poor ones, and maybe make some notes on what people did right/wrong. Timing. This is somewhere between more crucial than people think and not as crucial as supervisors claim. For example, not doing it during the summer is not really a problem, unless you enjoy sleeping. If you're smart you'll do it during the summer, if you're lazy and/or otherwise preoccupied, like I was, you can get away with doing it later. More important is doing it in one bit. You can't do bits and pieces and over the courses of months end up with a good ee -- to some extent you have to be able to hold everything you have written/are going to write in your head during the process. My suggestion is to finish it in a week or two, after you have completed all the research and so on, and work on it intensively. After maybe one round of corrections, maybe giving a printed copy to your supervisor and changing it a little, set it aside for two weeks. This tip I technically learned from Stephen King, who apparently does it when he writes his books. How well it works for him is debatable; what is not is that setting the essay aside is an invaluable aid in getting a detached and objective perspective. Be heartless with your essay when you're correcting it. Ask random people you know who are good at English (this forum might be a good resource) for feedback, even if it's just so much as whether it feels like an A or a C. Redrafting and timing sort of go hand-in-hand - for example, the earlier you finish it, the more time you have to redraft. My best guess is that about 65% of your final grade is how good the first draft was, and the other 35% how well you revised. The implication, of course, is if you play the deadlines right you can get almost a third of the marks (12 points of 36) just by polishing it properly. That's more than the difference between a D and a B. Organization. As I mentioned before, it's a good idea to have a folder on your computer to organize the relevant files. A physical folder is a useful addition - first because it's a pain flipping back and forth between word documents, second because you can highlight, post-it-mark, or otherwise annotate printed notes, and third because it's nice to have a copy of it all afterwards. Depending on how the process goes you might also feel like destroying everything to do with the extended essay after it's handed in, in which case it's much more satisfying to burn a lot of physical papers than pressing the delete button. Research (iii): research question. This is probably the hardest part of the entire process. When I wrote my extended essay I had a sort of essay written without a research question at all, and then I was trying to reverse-tailor it to make it make sense. Didn't come out to well (ended up rewriting the entire thing from scratch!) so my advice is get a solid research question phrased and set in stone even before you begin your essay itself, especially considering it has to form the basis of the introduction. Freewriting (see next point) is quite useful for this stage of the process, but apart from that it's purely a question of writing down and crossing out ideas. With luck you should be able to bounce a couple off your supervisor, but mostly it's a solitary process, and here past extended essays as well as the IBO's guide will come in useful. Make sure it has a self-evidently literary focus - key words like theme, motif, lexis, etc will help you in this respect - and also that it's not too long or awkwardly phrased. Freewriting. You can probably google this and find out a fair bit about it, but the fundamental idea is to set a timer - 10 minutes at least I'd suggest, 25 at most - and write fluidly, non-stop, for the whole time. The idea is to leave behind all considerations of form, structure, elegance, eloquence... and just write. The brain is a much faster instrument than the fingers, so after a while - almost magically - you'll find that it's harder to get everything down on paper than keep writing for the set time. Freewrites can be extremely useful for brainstorming and planning essays, and when you realize that after a couple of 25 minute freewrites you basically have around the 4000 words you will need at the end, it makes the whole task seem much easier. The best way to mine freewrites, I find, is either to bold sections you might want to use, and maybe collect these arguments in a document dedicated to setting out the structure, or to use comments (i.e. in MS Word) for bringing attention to the most important ideas. The thing about freewriting is it's completely customizable to your needs - some people like using them, some people don't, and a lot of people use them in a completely different way from me. Like everything else I say in this document, take it with a grain of salt. These are my ideas, developed out of the failures of my own extended essay writing process, and in the end, they really are only mine. Writing. Getting down to the actual writing process can be a bit of a pain. I tend not to work in my collected ee document simply because it's large and messy - I copy and paste out into a "current" file which helps me work more cleanly, and also lets me keep an eye on the various word counts. Apart from that the best thing is to remove distractions, get prepared with some water and a coffee if you like, and get to writing. Turning off the internet is probably a good way to keep facebook out of the equation, but it can slow you down when you need wikipedia or google. Personally I just killed the internet because I wasn't able to control myself, but this is another area where you should find whatever works for you. Another good idea is to read what you're writing aloud to get more of a sense of the rhythm and the diction of the whole thing. You have a lot of elements to balance - tone, syntax, sentence length, literariness, conjunctions, etc - and it can get a bit lopsided sometimes. My sentences tend to come out long and complex, because I write the first half and then look at something else and then look at the last few words and keep writing and so on. It's best to keep the essay tight and flowing easily, and conjunctions are especially important here. However is useful but it sounds less clumsy if you don't start sentences with it (i.e. This point, however, must also be considered in light of...); furthermore and moreover are best used sparsely. Other good words or phrases to keep in mind, in the interests of variance: nevertheless, at the same, doubtless, regardless, in retrospect, therefore (use like however), whereas, nonetheless, similarly. Structure. If you've seen the examples you'll have realized that there's no really set pattern here (apart from what the IBO requires of you). I used subheadings to make the essay easier to read and understand, but mostly, to be honest, it was helpful for breaking down the actual writing process into bits. It's best (though not always possible) to have a clear relationship between consecutive sections, and since the essay must be structured as an argument sections can help you make the development of thought clearer. Purely technical points include having the abstract on a page of it's own, putting a page break after the contents page, etc. To make counting the words easier, I had an excel document with three columns - name of section, anticipated word count, and current word count - with autosum functions at the bottom of the latter two columns. As I changed a section in the "current" page I would keep the word count file updated, so I always knew where I was with respect to the word count - and this also helps with the writing, that is, knowing how many words you intend to 'spend' on each section. On the subject of word counts, briefly -- you should keep it under or at 4000; there's a certain symmetry to hitting the target perfectly but also consider the fact that this has absolutely no importance in the grand scheme of things. Examiners will only count the number of words if it's obvious you've given a false one (i.e. far over or far under), so high fidelity is not particularly essential. I would counsel you against, however, actually citing a word count about 4000. Examiner's get paid by the document and they are, at least in our imaginations, easily irritated. Deal with them as you would with an angry wild beast - take no risks. Introduction. The IBO criteria in this respect is quite clear: your introduction must not be the same as your conclusion. The main focus should be your research question and why you've chosen it, and the word 'significance' is best mentioned here explicitly to hit the criteria. You can give some critical context, and I'd suggest mentioning the sources you are going to be citing in your actual essay. If your text is not well known, and it's probably best if it isn't, you can also use the introduction to give a brief (brief!) summary of the novel's themes, topics, ideas, et cetera. It might be a good idea to go back to the introduction once you've written your essay, maybe mention the main points or structure of the argument in some way, but avoid implying your conclusions - the understanding of the reader should develop with the essay, and the introduction is more of an orientation marker than a summary of the essay. You already have an abstract to write for the latter. Citations and references. Again, the IBO gives you a lot of freedom in this area, partly because it's an international curriculum, and probably also because if they made it stricter people would invariably mess up. The basic idea is to choose a citation system early on, maybe indicate it near the top of your biography - standard are stuff like MLA, APA, or Chicago. There's a great website which allows you to automatically generate them and it's quite useful, but be sure to make sure the formatting is correct when you've actually pasted them in. Footnotes are probably better than endnotes, and using inline references is intelligent as well (e.g. Leavis insisted that criticism should involve the shaping of contemporary sensibility (Bilan 61)). Page numbers in your main text could be accomplished with just the number in brackets, though if you have multiple it might be a bit more complex. Using footnotes for page citations is awkward and wasteful; and since examiners aren't required to read footnotes, it would not make sense to write anything crucial to your argument there. I used mine mostly for clarification or context; some people avoid them altogether. The actual bibliography is a must, though, and avoid web pages here - especially wikipedia and sparknotes. If it looks a bit thin, you might be able to through-cite using the wikipedia bibliographies at the bottom of the page. Conclusion. Your conclusion is supposed to be neither a summary of your arguments nor a reiteration of your introduction; rather, it should be a new 'synthesis' in the light of your arguments, whatever that means. There's a fair bit of freedom in terms of the relative sizes of your essay's components - my introduction and conclusion were both fairly long - but I'd suggest having around 400 words here at least. It's a good idea to recycle some of the key words of your argument, as well as those integrated into your research question, and if possible mention a nice point that follows from your arguments but is not necessary equivalent to them -- something that's not included in your abstract and makes the essay worth reading; to give it a bit of shine, so to speak. If you're aiming for the highest grade it would be good not make a point that is too obvious, if that makes any sense. The ee is a very long process; it would be nice to come up with something original and interesting in the final part of your essay. But if that doesn't sound like you at all, don't sweat. As with IB labs, it's more about the process, the various components, than the final result. Abstract. The IB has pretty stringent requirements for the abstract, which you should follow to a T, including the word count. If you've followed my guidelines as well, this should be a fairly easy part of the essay, since all you're doing, essentially, is summarizing your ee's arguments, preferably in the order the essay presents them. Take your time here with the language and the construction of the sentences; this is like the cover of your essay in a lot of ways, and a good abstract can inject coherence into a very poorly organized essay. Your abstract, unlike your introduction, will also contain your conclusion, and for this reason it will force you to shrink down your entire essay into it's fundamental lines. Re-reviewing it after writing the abstract is recommended; it may change how you see some parts of the organization, and how the argument flows. Revision. If you time it properly, you should have a lot of time left for this (I didn't!). You will also, probably, be completely sick of anything to do with the damn document. But force yourself to come back to it, at all costs, and it's a good idea to print out copies for hand-written corrections. Ask your teacher to do this for you; ask your mother, etc. Then go back and work on the document itself. If there's a paragraph you think really doesn't work well, take it out, open a new document, rewrite it differently and put it back in. Being able to look at a small part of the essay at a time will make revising it seem like a far more manageable task. Another useful tip is to describe each paragraph in one, or at most a couple, of words. For some this will be easy; for others, almost impossible. That gives you an idea of how structurally rigid your essay is, how clearly the arguments follow each other, and how well you have paragraphed. It should also - hopefully - give you a direction in which to revise. Divide paragraphs that are made up of two distinct ideas; and, obviously, join two that are made up of one. Above all, leave yourself sufficient time for revision, and try to come back to it with new eyes. If you worked on it very intensely for a short period of time (like me: one weekend) you will basically know long passages off by heart, and your ability to look at it objectively will be completely gone. All it takes to regain that is to wait. Finalization. Eventually, in a moment of breathless, orgasmic joy, you will realize that it's time to finalize and submit your ee. Drink some champagne. Make sure the readability of the essay is good (i.e. large spacing, no weird (orange, yellow) colours, headers and footers all sorted out -- that you have your name, candidate number, page number, and various other details on each page. Read it over one last time, in a printed version, and do it very slowly. I guarantee you will find a typo. I had a really embarrassing one I only caught after I had sent it off. It didn't kill my grade, but it probably didn't help, so if you can avoid this ... do it. Then, print it off (probably a good idea not to double-side the final copy) and be done with it! PS - This post is about 3600 words long. The 4000 word target is not that bad, really!
  3. 42 likes
    I haven't seen any IA tips around so I guess I would share some tips gathered from my Mathematics HL teacher's suggestions, some IBSurvival members' suggestions, my own knowledge and my own experiences. Cover Page Unless this is set by your school, I recommend that your cover page includes: • School Name (e.g. Sekolah Tiara Bangsa – ACS) • School Crest, if available • Subject & Level (e.g. Mathematics HL) • Portfolio Type (e.g. Portfolio Type I) • Portfolio Title (e.g. Patterns Within Systems of Linear Equations) • Candidate Name (e.g. Desy Kristianti) • Candidate Number (e.g. 001863-002) • Examination Session (e.g. May 2012) Header and Footer I recommend that your Header includes: • Candidate Name (e.g. Desy Kristianti) • Candidate Number (e.g. 001863-002) • Subject & Level (e.g. Mathematics HL) • Portfolio Type & Title (e.g. Portfolio Type I – Patterns Within Systems of Linear Equations) I recommend that your Footer includes: • Page number in "Page X of Y" format (Page 3 of 20) • (Note that your cover page is not included in the page number) Formatting I recommend that you have the following formatting: • Font : Times New Roman or Arial • Font Size : 12 or 11 respectively • Font Colour : Black (Automatic) • Line Spacing : 1.5 lines • Alignment : Justified • All variables and constants typed using the Equation feature in Ms. Word • The portfolio should be printed in colour Introduction I recommend you to do the following in your introduction: • Define some terms where appropriate (e.g. define Stellar Numbers). If you do not come up with the definitions by yourself, citations should be included as footnotes. • Introduce the problem in the task • Briefly describe what your portfolio is all about • Mention the purpose of the portfolio • Name the software or program(s) that you are going to use • Include a logo of all the software or program(s) used (e.g. Figure 1) Figure 1 Autograph Body I recommend you to do the following in your portfolio: • Answer all the questions in the order of how the questions are presented in the task sheet. However, do not write your portfolio in question-answer form. There should be a nice flow throughout your portfolio. • Define relevant variables clearly. Usually x∈ℤ or x∈ℝ. If x∈ℝ and you are asked to put in different values of x, try all possible kind of constants such as: Integers (e.g. −12, 0, 23)Fractions (e.g. −13/19, 1/2, 21/4)Surds (e.g. −√2, (√5)/7, √(107) )Logarithm (e.g. − log5 8.5 , (log 9)/6 , ln 4)Pi (e.g. − 2π ,5/π , 7.3π3)Trig functions (sin 2π ,−tan 100° , 2 cos2 45° , cot 35°)Euler's number (e.g. − e, 2e/9 , 6.8e2)Complex number (e.g. √(-7), 3.8+4i)• Explain what you are going to do before performing a calculation • Show all the relevant steps for calculations. Any calculation performed should be shown. • Calculate everything using your calculator except for rudimentary calculations (e.g. use calculator to find the inverse of a matrix but do not use calculator to calculate 2+3) • If you are using a calculator, put a screenshot showing just the part showing the mathematics. You do not need the program interface. These figures should be big enough that it is readable by unaided eyes but not too big. • Use mathematical notations and terminologies where appropriate (e.g. arithmetic sequence, discriminant, augmented matrix, asymptote, infinity, etc.) • Use a graphing software to plot graphs • Use different colours if you plot more than one function on the same set of axes. Indicate clearly which function is which colour. Legends should be put on the same page with the graph. • Put the graph and the caption on the same page. If you need to rotate the graph, rotate the caption too so that the examiner know how they should see the graph. • Do not describe step by step how to plot the graph using your graphing software. Instructions on how you got the graphs you got are not necessary, as what the examiners are focusing on is your mathematical process, not the tools you used for the process. Just describe briefly what you are doing with that software. • If you are asked to develop a model function, develop any of the following: LinearQuadraticCubicExponentialLogarithmicSinusoidal• Write in third person. Do not use I, YOU and WE. • Go the extra mile, if possible • A good portfolio should be 16-28 pages long Conclusion I recommend you to do the following towards the end of your portfolio: • Tell them that this is the end of your investigation • Conclude your answers in 1-3 sentences • Mention the software or program(s) used in bullet points Calculator I recommend you to use any of the following software or program(s): • TI-Nspire Student Software (http://education.ti..../detail?id=6768) • Any Graphic Display Calculator that you have Graphing Software I recommend you to use any of the following graphing software or program(s): • Autograph (http://www.autograph-maths.com/) • GeoGebra (http://www.geogebra.org) • TI-Nspire Student Software (http://education.ti..../detail?id=6768) • Wolfram Mathematica (http://www.wolfram.c...atica/features/) • Microsoft Excel • Winplot (http://math.exeter.e...is/winplot.html) • Graphmatica (http://www8.pair.com/ksoft/) Some other graphing software or programs you could possibly use: • GraphCalc (http://www.graphcalc.com) • Graphing Calculator 3D (http://calculator.ru...ing-calculator/) • Logger Pro (http://www.vernier.com/soft/lp.html) • Maxima (http://maxima.sourceforge.net) • Fung-Calc (Linux only) (http://fung-calc.sourceforge.net) • Graph (http://www.padowan.dk/graph/) • Graphical Analysis (http://www.vernier.com/soft/ga.html) that is all from me. the full version of the tips is available in this file and there are also details of the assessment criteria in that file. if you guys have any other tips please post them below thank you!
  4. 27 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. 20 likes
    I keep getting the same question, about how to do well in HL Biology, so thought I should just put it out in a topic. Remember that this is what I am predicted, not sure what the real one is. From what I have seen these are the important points. 1) TRY to like it..and find interest in it. It really helps. If you do like Biology then that’s a bonus! 2) NEVER EVER go to a lesson before you are certain you understand the things covered in the previous one. A main factor of doing bad is keeping things to just gather up on you, and before an exam you struggle to unerstand soo many things when you should be doing past papers. Do whatever it takes to understand something, trust me, it may sound like a pain in the ass but its very important, take a word from me. Having said this, it happens sometimes that you understand something only after you learn another, as it completes each other. However, what I mean is, don’t leave the MAIN CONCEPT not understood! 3) Make good notes that you can go back to anytime. I used to rewrite notes if they are bad and unclear. Having clear good complete notes is an important factor. 4) Read over your notes every now and then. It is really nice to find out that you remember the things when you’re doing the revision, it gives you confidence. On the other hand, if you only touch your notes before an exam, you come to revise and you find that you have forgotten many things, it crushed me in other subjects…so don’t want it happening to you. 5) Ask your teacher anything, I used to ware out my teacher with my questions (yeah I know Aboo ), but it all came out good, so yeah. A good teacher wouldn’t mind any of your questions!  6)You can try reading the topic before you start it, thats is what I used to do. 7) I recommend the OXFORD Study Guide, I found it really useful and very very helpful. So you may want to get that. AND THE MOST IMPORTANT THING EVER: 8) FOLLOW YOUR SYLABUS POINT BY POINT. You can never go wrong with the syllabus. ANYTHING that’s ever going to be asked in the exam is in the syllabus, except for Data Analysis in the SECTION A of PAPER 2. Know the syllabus point by point, it’s vital and you will do good trust me. If you have any question about anything in Biology, SL & HL, you can always ask around here and I promise to answer once I see it. Biology Help thread For last minute people: Why oh why did you leave yourself till the last minute? You have to go through the syllabus even if you have 3 days left. Go through it and at least get a clear idea about them rather than going blank to the exam. For Paper 1, I would only revise 'obj 1 and 2' points, 'obj 3' wont really come up a lot. For Paper 2, you should still be remembering the 'obj 1 and 2' from Paper 1, so concentrate on 'obj 3' points, they are the 6-8 mark questions you get in some questions in section B. Go through past papers even on the night of the exam, it still helps trust me. Some questions are repeated every year (or almost), so you may get lucky and do a question that you'll find in the exam the next day. Once again, if you don't understand something, please ask. I may have missed some of the things, so I will put them down when I remember more. Goodluck to you all!
  6. 12 likes
    Okay after seeing a tonne of questions about getting into Medicine in the UK recently, I thought I'd just save everybody some time and make a questions thread with a little list of frequently asked Qs. Please read through these to see if your question is answered here! ...and if it's not been answered already, please feel free to ask it on this thread so we can keep all the information together for future students so they can more quickly access the info they need. Frequently Asked Questions! Regarding subjects and IB scores... 1.1 Do I need HL Chemistry? 1.2 What if HL Chemistry is not offered at my school? 1.3 Do I need HL Biology? 1.4 Do I need HL Maths? 1.5 How many points do I need? 1.6 Do medical schools really like IB students? 1.7 Do I have to do my Extended Essay related to Medicine? 1.8 Do I do X subject or Y subject if I want to get in for Medicine? Regarding additional exams... 2.1 Do I need to take extra exams? 2.2 What is the BMAT and how do I prepare for it? 2.3 What is the UKCAT and how do I prepare for it? Regarding picking where to apply to... 3.1 Are all Medical courses the same? 3.2 What criteria should I use to pick where to apply? Miscellaneous 4.1 What other stuff should I do to maximise my chances of getting interviewed? 4.2 How do I prepare for the interview? 4.3 Can I do a different degree and THEN apply to study Medicine? 4.4 Can start out on another degree and then transfer/convert to Medicine? 4.5 What should I expect from the course? Q: Do I need HL Chemistry? A: Yes, you do. Only one or two minor medical schools in the UK don't stipulate HL Chemistry amongst their requirements. It's not a subject which you will find hugely useful when actually studying Medicine (actually HL Biology will probably help you a lot more!), but it is widely acknowledged to be a hard scientific subject and therefore people who can do well in HL Chemistry are likely to be able to handle the course. To double check that your Uni wants HL Chemistry, look on their particular website. The broad rule? You need HL Chemistry. Q: What if HL Chemistry is not offered at my school? A: Ring the admissions departments of the Medical Schools you're looking at and explain your situation. Their phone number can generally be found on the websites for those specific Universities. Often the Medical School will have its own admissions department, so make sure you check you're ringing the right place! Q: Do I need HL Biology? A: In the past, then as a rule, no. However for 2013 onwards several Universities seem to have made it into a requirement alongside Chemistry, for the somewhat understandable reason that a grounding in basic biology is somewhat assumed when you get onto the course. You will find it extremely useful to have done HL Biology, and if you're interested in Medicine one would assume it's the kind of subject you'd enjoy anyway, so I'd suggest taking it if at all possible! If you really can't take HL Biology, you should either check around and only apply to Universities which still don't require it, OR you might also want to have a shot at ringing up the admissions department and explaining it is not offered at your school. You can only find out for definite by trying Medicine IS Biology in many ways, so if you're not doing HL Biology because you hate the subject, you may wish to think deeply about WHY you hate Biology and whether you might not end up hating medicine the same! Q: Do I need HL Maths? A: No. Does it help? Maybe, but evidence suggests probably not. If you're good at Maths then go for it - also it's a hard subject so it's a respectable HL. Nobody knows the exact answer to this question, but the safe option is to do SL Maths unless you've got a particular motive to do HL. People can get in with Maths Studies, but as I only know one person who has done this (who had many better reasons to be allowed in) then I wouldn't recommend it as (assuming the admissions department knows the difference) it is a very easy 'soft' subject. Q: How many points do I need? A: The answer to this is simple - as many points as it says you need on the website of the particular Medical Schools you're looking at. Go to their websites and look, because they will all ask for different numbers of points! You need to be predicted at least as many as their minimum requirement, and they may also have other requirements such as particular scores in particular subjects. Go investigate. Q: Do I do X subject or Y subject if I want to get in for Medicine? A: The answer is that unless it's HL Chemistry (required) or HL Biology (pretty recommended!) it probably doesn't matter. Avoid 'soft' easy subjects but more or less pick whatever you want. The world is your oyster! I know of no subject combination which will put a shiny star next to your name because the IB by nature forces you to cover a lot of bases (an essay subject, a language etc.) so you'll never be lacking. Q: Do I need to take extra exams? A: Yep, almost all Medical Schools (except for a few such as Bristol) require you to sit additional exams to help them differentiate candidates. These exams are the BMAT and the UKCAT, and they'll ask for either one or the other. More explanation in the questions relating to those exams. Q: What is the BMAT and how do I prepare for it? A: The BMAT is an entrance exam currently required by Cambridge, Oxford, Imperial and UCL. It requires problem solving skills, essay writing skills and a memory of basic (GCSE level) science. You can prepare for it best by going through past papers and reading preparation books (such as this one) AND also reviewing your GCSE science. My advice? Try and find the book in your local/school library or buy a second hand version - it's very good but also something people buy and use just once, so you can get it for cheap quite easily! Remember to book in for the BMAT early because it occurs only once every year on a particular date which you can find for your year via visiting this page. Q: What is the UKCAT and how do I prepare for it? A: The UKCAT is also an entrance exam, but unlike the BMAT it takes the form of a crazy IQ test and isn't done on paper but on computers at Pearson centres. Same as the UK driving test You book yourself in for a session whenever you like. The UKCAT is very popular with Universities (although it remains an unsubstantiated test as the first wave of people to take it are only just starting to qualify as new Doctors) and nearly all non-BMAT Universities will ask for it. You can see the full list of Universities here. Prepare for it by doing past papers is my advice. Going in blind is not a good idea! Another tip would be to make sure you finish as it's multiple choice with no negative marking, so the more you complete (even if you're just clicking at random) the better when you're running out of time. Anyway, I strongly recommend you attempt the practice test and past papers (but don't bother buying a book, it won't help you) which you can find here. Q: Do medical schools really like IB students? A: No more or less than they like other students. Being an IB student in itself doesn't give you an edge (outside of mythology), so make sure you still work jolly hard! Most people on your course will be A Level students from the UK and around the world. The IB is a definite minority. Q: Do I have to do my Extended Essay related to Medicine? A: No, you don't. It can be on anything - and it doesn't even have to be Biology or Chemistry! You'll not be penalised for doing it on an unrelated topic, so don't bend over backwards trying to make it relevant. Generally the only thing you achieve by doing that is getting a poor mark in your EE because it no longer fits perfectly into the category of pure Biology/Chemistry. On the other hand if you DO somehow manage to do your EE engineering viruses in a research lab or whatever crazy thing you might find, mention it in your personal statement and bring a copy along to your interview. If they ask you about it, you've got the ideal opportunity to impress them and it'll go down well Q: Are all Medical courses the same? A: Indeed they are not! Broadly speaking you can divide medical courses primarily by teaching method. PBL or 'problem based learning' is something all medical schools are required to do, but some medical schools are far more enthusiastic about this than others. It's important to consider because the teaching style is something which will hinder or help you massively dependent on your learning style. PBL is, more or less, that you're taught via scenarios ('problems') which you then have to solve and so simultaneously you'll study the physiology, anatomy, pharmacology etc. of that particular scenario. As I said, all medical schools have some element of PBL, it just depends on the quantity. To stereotype massively, think of it this way: Low PBL courses - heavy basic science, largely lecture based, lower patient contact in early years (Cambridge, Oxford, Imperial, UCL) High PBL courses - high patient contact throughout, low on basic science, problem based (Manchester, UEA etc.) Basic science referring to for instance the difference between having a general lecture on protein structure, as opposed to learning about protein structure as relevant to a medical topic which you are covering. It's kind of like a purist approach versus a practical approach. The majority of courses are high PBL. Personally I think it really depends on whether you're the kind of person who'd rather learn all the information and then extrapolate from your base of knowledge (low PBL) or whether you'd rather pick it up as you go along (high PBL). I suggest you go and seek people's views and opinions on Google to find out more and really decide what would suit you best. Ultimately all courses will be some mixture of both. Other academic differences between courses include the availability of dissection (some courses will offer full body dissection, others only prosections - make of this what you will, dissection is in my opinion less important than people make out, but it may be something which will help you a lot) and importantly the BSc element of a course. Many courses are 6 years instead of 5 and this is because you get to take a BSc in the middle. This means you have to study for an extra year, but it will make you more employable anddd you can also be a 'normal' student for a year and indulge any passions you may have for scientific research etc. so it's important to consider in your choice. In some places the BSc is compulsory (Imperial, UCL, Oxford, Cambridge) whereas in other Universities it's considered an optional year which a certain % will do and a certain number will just proceed without, effectively moving into the year above, passing GO and saving £9000 of tuition fees in the process... Q: What criteria should I use to pick where to apply? A: Apart from the academic ones (see question above) and league tables etc. you should probably consider the following... - How well have I done in the entrance exams? If you screwed up your BMAT/UKCAT or did especially well in one or the other, it'll maximise your chances of getting an interview or alternatively ruin them. As without an interview you have zero chance of getting on the course, it's important to consider these exams and, if you've no idea or haven't done them yet, make sure you consider Universities asking for both sorts of exam. - Where do I want to study? This goes for ANY course. Do you want to live on a campus (e.g. Nottingham)? Do you want to live in London? Small town (Cambridge), medium town (Oxford), countryside (UEA)? Big city (Manchester, Birmingham)? And so on. - How much cash do you have? London is a very expensive place to be a student, consider cutting it off the list if you're short on cash or don't fancy hefty student loans. - Do I meet the minimum requirements of all the courses I'm applying to? Check the websites of all the Medical Schools you're applying to!! - If you're into a particular sport or music or whatever, make sure you also consider the social side of Unis because you may want to consider these things if you're above amateur level. - How big is the cohort of students? Being 1 of 350 is very different from being 1 of 30. Q: What other stuff should I do to maximise my chances of getting interviewed? A: AKA what do I include in my personal statement, effectively! You'll find way more about this on other websites if you google it because this question is asked the world over, but I'll include a brief snapshot here. Medicine is a very competitive course and just meeting minimum academic requirements is not enough! Important things to look at are: - Work experience. There's no minimum or maximum amount of work experience to do, but you need to have enough that you can reflect on it in your personal statement, say what you learned, and most importantly that you've been sufficiently exposed to the world of work that you can safely say you're still interested in Medicine. They don't want to invest money in medical students who drop out! Try for at least a week of work experience. Also remember, it doesn't have to be in a hospital. Writing to your local GP is a good idea, or failing that even just volunteering in a hospital/nursing home. - Extra curricular activities. Try and do things which illustrate what an amazing person you are. Think of all the good personality traits people can have - commitment, leadership, enthusiasm, creativity etc. and then try and find activities which help you demonstrate which of those traits you have. If you're lucky, you'll be able to use these activities for CAS hours too. - Well-roundedness. This goes hand in hand with extra curricular activities, really, but they'll want to know that you're not one-dimensional and that you can cope with stress, so having some sorts of hobbies or things which make you interesting goes down well. ...and so on. Basically for the whole of the 2 IB years you'll want to bear in mind the sorts of things you can ultimately write on your personal statement and try to make sure you've done stuff like work experience in plenty of time. Work experience is vitally important! Also very hard to get hold of unless you've got a family friend willing to help you out. Apply for it early, write to the hospitals early and KEEP BUGGING THEM! Q: How do I prepare for the interview? A: If you're lucky enough to get an interview, firstly celebrate and then PRACTICE. Yes technically you should be able to go in and sit down and answer all their questions, but in situations where you get nervous such as interviews, it helps you a lot to have thought about what you'd say beforehand. A LOT. Also it stops you saying stupid things and cliches because hopefully you'll be able to bash those things out of yourself prior to going into the real thing! Generally they'll ask you some straight forward questions which you can predict quite well. Why do you want to do Medicine? Why at this University? What interests you about the course? etc., and these are all things you should think up some answers for. There are many better answers to "Why do you want to do Medicine?" than "I like helping people". Expand on it! Find a good way to express yourself in the time you have before the actual interview date. Then they are also likely to ask you some more 'off the wall' questions that you can't prepare for much, but they'll be things like current topics in the news relating to Medicine. So, read the news for a bit. You don't need scientific expertise but you DO need to be able to back up whatever you say (so if you start quoting statistics, make sure they're correct!!) and put forth an opinion. It's about being able to think critically and express yourself, effectively. Topics in the news tend to be stuff like latest discoveries, ethics regarding organ donation, abortion etc. and NHS related stuff - like how, with a finite source of money, do we decide where to allocate it? And so on. You need to be articulate and have actual reasoned opinions. Just reading the BBC website (or listening to the highly informative Today programme on Radio 4 in the morning as you get ready for school) should be enough for this, you don't need to go out and buy the student BMJ or a load of journals unless you really want to. Remember though that the BBC seriously dumb down/make a big deal/are generally not that great about science articles on their website, so try to also find the information elsewhere if a story seems interesting to you. In some interviews they might ask to discuss with you your BMAT essay which they'll produce from some hidden location and remind you of all the rubbish you speedwrote in the exam, so be prepared for this possibility. In others they'll give you data and ask you what you think of it - especially Oxford and Cambridge. Take your time, think through the basic science that you do know and if you've no idea, say it out loud. They want to hear you explain how much you do recognise/understand and then be open and honest about where you get stuck and ask them for help, because that's technically how the tutorial system (which they have at Oxford and Cambridge) will then work. Resist the IB urge to bull****! This will not go down well. Q: Can I do a different degree and THEN apply to study Medicine? A: Yes, and at certain Universities with compulsory BSc courses you can use your degree to exempt yourself from doing a BSc year (so the course goes from 6 down to 5 years). However graduate entry is extremely competitive, supposedly more so than undergraduate as there're more people per place available (there are not many places available for graduates) so you have to ace your first degree. The first degree doesn't have to be related to Medicine - it can be History, English, Biomedicine, whatever. Q: Can start out on another degree and then transfer/convert to Medicine? A: You CAN start out doing another degree and then go to study Medicine, but you can't convert or transfer. Effectively, you join the group of people who're in their last year of school who are also applying to study Medicine. Even if you do Biomedicine, there's no way to move from one course to another, you have to apply to enter in at Year 1. Most people who do this have started out doing a degree which they've realised is not for them. As a "Tactic" for getting into Medical school it doesn't really have many positives, because the net effect is wasting a year. Don't try and do this on purpose is basically what I'm saying - you'll gain nothing from it. For those who have suddenly decided that they want to change course after making a mistake initially, however, don't despair. I know somebody who got into Medicine this way after a year of Biomedicine - but as I said, they had to start from Year 1, so didn't gain anything from it. Q: What should I expect from the course? A: Obviously it depends on the Uni but by and large you're looking at a course with (relative to other Uni courses) a lot of hours and a SHEDLOAD of information to absorb and learn. It IS a demanding course and plenty of smart people struggle and either drop out or are chucked out. So I suppose what I'm trying to say with this is that you should feel in yourself like you'd be able to cope. Expect to be pretty damn stressed out If you're only just scraping your IB grades, think long and hard about whether you're really up for/capable of being academically massacred for a further 5/6 years! Especially on Low PBL courses because the quantity of science and stuff to learn will leave you reeling. EDIT: still adding to this list, please suggest questions if you have more!
  7. 8 likes
    Some very useful advice on approaching a History EE From Vvi: The thing is, in History EE's you have to evaluate evidence and consider historians' different viewpoints of the subejct and come to a conclusion. I'm not sure how well that topic fits in with the criteria for the History EE, which you can find here http://tedibextendedessay.wikispaces.com/file/view/Extended+essay+2009.pdf. [Two main points to remember when coming up with a topic for a History EE, quoted from IB EE Guide] Firstly "The topic chosen must focus on the human past, be worthy of study, and lend itself to systematic investigation in line with the published assessment criteria. Essays that focus on events of the last 10 years are not acceptable, as these are regarded as current affairs, not history." Secondly, "Students must choose a research question that is not of a trivial nature. Research questions that do not lead to systematic investigation, critical analysis and detailed understanding are unlikely to be suitable. Social history does include areas such as music and sport, but these are only acceptable for a history extended essay if they are tackled from a historical perspective." From flsweetheart422: Note: __inthemaking from what I can gather was an individual that worked hard and achieved an A on her EE in a subject area she never took the class for. Hopefully she will be able to enlighten all of us about how she did it. With that said, I'm a M09er, and I am quite determined to get an A on my history ee. To ensure this, I picked my sources selectively. Basically, get real books and don't use wikipedia. Also, if you want to achieve a high grade on your history essay, you need to examine and identify the problems inherent to primary sources. From all I can gather from my mentor, IBC, and the IB subject guide analysis is the key to a successful essay. To avoid having an essay that is too narrative, I recommend examining the events from multiple perspectives. Occasionally, you will be lucky and find an event which is explained differently which yields different conclusions. During my research I was fascinated by the Kornilov Affair (an important pre-cursor to the Bolshevik seizure of power). I found sources that were heavily biased from the left and the right, and I was able to compare and contrast how the events were portrayed to lead the reader to a certain conclusion. This may sound stupid, but follow your evidence and construct your conclusion in a manner that is in accordance with the tone of your essay. Also, make sure that you do not make any stupid mistakes that result in automatic mark deductions ie: not formatting your essay correctly (title page, table of contents, abstract, body of essay, works cited, and appendix if necessary) Good Luck. To juxtapose the two sources I just explained the relationship between the two main people the event was involved around was complicated and that the true nature of their relationship and a definite series of events was unclear and interpreted differently from varying sources. Then I just explained the different viewpoints and I also included some source evaluations at this juncture. I evaluated my two most important sources at the end of my essay. When it comes to the source evaluation and "What IB Wants" there are many conflicting interpretations. I have seen people get A's when they put the source evaluation in footnotes, at the end of the essay in a slightly detached section, and I have seen people successfully evaluate a source in their paper after the area of strength of the source was covered in their essay. So to answer your question of whether or not you need to account your resources in a separate subsection, its up to you. I did, but I also did a bit of a mini-source evaluation when talking about the Kornilov Affair (the event whose interpretations contrasted greatly) simply because that was an excellent way to show IB that you are paying attention to where you get your information and that you are critically analyzing your sources. From __inthemaking: It seems like forever ago that I wrote my EE but I'll try to describe my process as best as I can and hopefully it'll help some of you. Flsweetheart422 is correct, I wrote my EE in history and it was not one of my IB subjects, so I was pretty pleased with my mark because it was scary being one of the only candidates in my class to write my EE in a subject I wasn't taking. Allow yourself LOTS of time for research. The actual writing of the EE doesn't take as long as you would think (3 days for me) but finding good sources and having a variety of primary and secondary sources that have different opinions may take awhile. My EE was due internally in early February 2008 and I had started researching in October 2007. I pretty much went to the huge library downtown every free weekend I had from October-December and collected a lot of resources, I just photocopied relevant sections and never actually read through the sources yet. Also, I used the library databases to look up scholarly journals online, which were also a huge help. Over winter break, I started actually reading through all the material and deciding which sources would be useful and which wouldn't. I bookmarked pages of books that were highly relevant and as I went through each source, I started taking down quotations I could use and formatting my arguments in my head. After that, I wrote an outline with my arguments, subpoints and quotes I could potentially use for each point. Don't eliminate quotes at this point because you may end up changing your mind later, just put down every quote that could be used to support a point. My outline ended up being 6-7 pages long written (back and front) because of how many quotes I had. I started writing in early January 2008 for 3 days straight and I finished my first draft of my EE. To make it not so narrative, I made sure that even though I didn't use any personal pronouns, my own perspective was clearly stated instead of just regurgitating what historians said (eg. "The American government, at this point of time, should have...." - my own opinion is stated here clearly, because I'm saying what I believe the US gov't should've done). I also made sure to include lots of sources (primary and secondary), and to evaluate the sources that I quote heavily from. I never made headings/subheadings in my essay, it was just a continuous and fluid essay, and my evaluation of the sources was incorporated into it. For example: "Dr. Robert Butow, notable historian on Japanese military history, remarks blah blah blah blah. Butow’s reference to the policy is valuable in that few historians provide tangible evidence such as the Main Principles document as a means of supporting the claim that a strike on American soil was brewing long before 1941; however, it is limited by Butow’s own bias." So I basically evaluated the value and limitation of that source in a couple sentences..no need for a long paragraph for OPVL. I didn't talk about origin or purpose for most of the sources, I thought it was best just to recognize value and limitation. After that I was done! I ended up showing it to my mentor and he gave me a few tips here and there..my original EE was closer to 3900 and ended up being 3749 words because I cut out some weak arguments. 3 drafts later, I submitted my final EE. This was very long but I hope it helps someone haha.
  8. 7 likes
    Yeah, basically everything changed. It is no longer a six part research project. Now it is a three part research paper type thing. (Evaluation of sources, research paper, and reflection.) What's below is copied from my school's handbook for writing the history IA (I'm pretty sure this is mostly the IB scoring guide) Section 1: Identification and evaluation of sources ExplainedA crucial element of this section of the internal assessment task is formulating an appropriate question to investigate. The question’s scope must be clearly defined and be narrow enough to complete in the 2,200 word limit. This section requires students to analyse in detail two of the sources that they will use in their investigation. Sources selected must be appropriate academic sources. In this section students must:• clearly state the question they have chosen to investigate (this must be stated as a question)• include a brief explanation of the nature of the two sources they have selected for detailed analysis, including an explanation of their relevance to the investigation • analyse two sources in detail. With reference to the origin, purpose and content, the student should analyse the value and limitations of the two sources in relation to the investigation. Marks Criterion A: Identification and evaluation of sources (6 marks) 0 The work does not reach a standard described by the descriptors below. 1-2 The question for investigation has been stated. The student has identified and selected appropriate sources, but there is little or no explanation of the relevance of the sources to the investigation. The response describes, but does not analyse or evaluate, two of the sources. 3-4 An appropriate question for investigation has been stated. The student has identified and selected appropriate sources, and there is some explanation of the relevance of the sources to the investigation. There is some analysis and evaluation of two sources, but reference to their value and limitations is limited. 5-6 An appropriate question for investigation has been clearly stated. The student has identified and selected appropriate and relevant sources, and there is a clear explanation of the relevance of the sources to the investigation. There is a detailed analysis and evaluation of two sources with explicit discussion of the value and limitations of two of the sources for the investigation, with reference to the origins, purpose and content of the two sources. Section 2: Investigation ExplainedThis section of the internal assessment task consists of the actual investigation. The internal assessment task provides scope for a wide variety of different types of historical investigation, for example:• a historical topic or theme using a variety of written sources or a variety of written and non-written sources• a historical topic based on fieldwork, for example, a museum, archeological site, battlefields, places of worship such as mosques or churches, historic buildings• a local history study. The investigation must be clearly and effectively organized (chronological/thematic with sub-titles that indicate organization). While there is no prescribed format for how this section must be structured, it must contain critical analysis that is focused clearly on the question being investigated, and must also include the conclusion that the student draws from their analysis.In this section, students must use a range of evidence to support their argument from appropriate sources. Web sources of any kind should be used very sparingly. Those sources selected must be vetted to ensure reliability. The exception to this guidance is the use of databases, which contain academic print sources that have been digitized. Marks Criterion B: Investigation (15 marks) 0 The work does not reach a standard described by the descriptors below. 1-3 The investigation lacks clarity and coherence, and is poorly organized.4-6 There is an attempt to organize the investigation but this is only partially7-9 The investigation is generally clear and well organized, but there is some Where there is a recognizable structure there is minimal focus on the task.The response contains little or no critical analysis. It may consist mostly of generalizations and poorly substantiated assertions. Reference is made to evidence from sources, but there is no analysis of that evidence. successful, and the investigation lacks clarity and coherence.The investigation contains some limited critical analysis but the response is primarily narrative/descriptive in nature, rather than analytical. Evidence from sources is included, but is not integrated into the analysis/argument. repetition or lack of clarity in places. The response moves beyond description to include some analysis or critical commentary, but this is not sustained. There is an attempt to integrate evidence from sources with the analysis/argument. 10-12 The investigation is generally clear and well organized, although there may be awareness of different perspectives, but these perspectives are not evaluated. There may be some repetition or lack of clarity in places. The investigation contains critical analysis, although this analysis may lack development or clarity. Evidence from a range of sources is used to support the argument. There is awareness and some evaluation of different perspectives. The investigation argues to a reasoned conclusion. 13-15 The investigation is clear, coherent and effectively organized. The investigation contains well-developed critical analysis that is focused clearly on the stated question. Evidence from a range of sources is used effectively to support the argument. There is evaluation of different perspectives. The investigation argues to a reasoned conclusion that is consistent with the evidence and arguments provided. Section 3: Reflection ExplainedThis section of the internal assessment task requires students to reflect on what undertaking their investigation highlighted to them about the methods used by, and the challenges facing, the historian. Examples of discussion questions that may help to encourage reflection include the following.• What methods used by historians did you use in your investigation? • What did your investigation highlight to you about the limitations of those methods?• What are the challenges facing the historian? How do they differ from the challenges facing a scientist or a mathematician?• What challenges in particular does archive-based history present?• How can the reliability of sources be evaluated?• What is the difference between bias and selection?• What constitutes a historical event?• Who decides which events are historically significant?• Is it possible to describe historical events in an unbiased way?• What is the role of the historian?• Should terms such as “atrocity” be used when writing about history, or should value judgments be avoided?• If it is difficult to establish proof in history, does that mean that all versions are equally acceptable? Marks Criterion C: Reflection (4 marks) 0 The work does not reach a standard described by the descriptors below. 1-2 The reflection contains some discussion of what the investigation highlighted to the student about the methods used by the historian. The reflection demonstrates little awareness of the challenges facing the historian and/or the limitations of the methods used by the historian. The connection between the reflection and the rest of the investigation is implied, but is not explicit. to the student about the methods used by the historian.3-4 The reflection is clearly focused on what the investigation highlighted . The reflection demonstrates clear awareness of challenges facing the historian and/or limitations of the methods used by the historian. There is a clear and explicit connection between the reflection and the rest of the investigation. Total= 25 IB Marks for IB College Grade Hopefully this helps
  9. 6 likes
    Ladies and Gentlemen, After snooping around in the Economics section of this board and using the search tool, I couldn't seem to find any links to internet sites, where you can read economics articles and possibly find one that suits a prospective commentary. So I came up with this idea that we can link websites that normally have relatively good articles to each other, so people can read them on a daily basis and eventually find some articles for their furture commentaries. I don't know if this will work out, but it's worth giving a try. Google News is a great source! It is updated like every 5th minutes and in the search box you can for instance search wine demand/pork demand/tobacco tax and everything relevant of today will pop up! http://www.bbc.co.uk is fine too. Either go into the business section and look around or use the search option. Mostly bbc has news regarding oil, but sometimes other interesting things such as cars. http://www.cnn.com http://www.guardian.co.uk/business http://news.sky.com/skynews/ http://business.timesonline.co.uk/tol/business/ ... And I'm out of sites! I hope some can contribute to this At last but not least: Happy article hunting!
  10. 6 likes
    You find it weird when your backpack feels too light.
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    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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    Agree You know you're an IB student when you are more comfortable with your calculator than your phone
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  14. 4 likes
    You know you are in IB when your idea of enjoyment is watching History documentaries for your IA
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    Don't risk it. IB tends to be very thorough with their checking, and you can count on them loading that same essay online and checking for similarities. If you get caught cheating by the IB in any way, you're going to fail the diploma program. Whether or not your classmates get penalized is up to them.
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    Hi does anyone have any advice for someone that's new to the IB and will be starting it in a couple weeks? What should i expect and are there any tips that anyone has? Thank you!
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    I'd suggest, unless you require Chem + Bio for uni, maybe consider dropping one to SL and raising another course up to HL, if you're good at Spanish, Math, or Geography, raise one of them up to HL. But if you require them, i'd suggest maybe dropping English A and raise another class up vice versa instead of dropping the other two, just depends what course you'd think you could do in HL, Spanish or Geography might be easier than raising Math up to HL. Hope this helps
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    Actually in my school, we have a day in school where groups work on the project and finish it. Just ask your group to meet up one day and just put something together, well ahead of your 2 months schedule.
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    MATH HL is a must for a great preparation in engineering. If you can't cope with MATH HL, how exactly will you be able to cope with engineering maths, further calculus etc. So for engineering Math HL, Phy Hl and Chem HL are the best choices. I only take Math HL and Chem HL, if there was comp. science hl at my school, I would have done it as well but I decided that I keep Phy at SL because I want to head into a univeristy where introduction to physics is nearly a must but I know I will struggle with physics because I dropped it from HL.
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    Wait six months - I can tell you what I got rejected with!
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    You know your are in IB when you spend more time complaining than actually doing work!
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    I couldn't agree more with you. I'm a 90% vegetarian, meaning that I eat meat maybe once every 1-3 weeks and fish maybe 1-2 times a week. Our modern industrialised way of producing meat is just simply wrong and I do not want to support that industry by buying meat from big food store chains; instead, I buy it from local small-scale organic farmers, hunt it myself (with bow and arrow, I dislike firearms) or get meat from other hunters, or collect roadkills whose meat would go to waste if not. I believe this is the ethical and natural way of eating meat every once in a while. The thing that troubles me is that nowadays people are so estranged from our natural environment that in the zeal of "progress", on big farms with thousands of animals for meat production, even taking an animal's life has become a seemingly insignificant and mechanised operation, and most people never stop to think about the fact that before the 20th century, on the countryside roughly 80-95% of our daily diet consisted in vegetarian food - just like it's biologically supposed to be. My maxim is: if you eat meat but would never kill an animal for food or even watch others do it, then you're a hypocrite who should be a vegetarian.
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    If you dislike some specific aspects of chemistry, maybe engineering is not for you. For many branches of engineering, you need a strong understanding of thermodynamics, which is at the intersection of physics and chemistry. In certain applications, you may need a basic understanding of certain chemical reactions, such as rusting, combustion, etc when you talk about engineering design. I am not sure how much exposure of chemistry you have, but certainly if it's just 1 or 2 classes and maybe a few bad teachers hope that does not forever dissuade you from chemistry because they do not go into the field deep enough and chemical concepts will sometimes appear in engineering coursework. When you study chemistry in university, eventually you'll get into statistical mechanics and quantum mechanics which will definitely be more related to physics. Usually the top-tier engineering schools will want to see chemistry in your high school courses, but you can usually get away with no chemistry in a second-tier university.
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    There is a great book from oxford for the cold war. I'll search the exact name for you.
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    You mean the route? Then no you only get the route your school chose. Otherwise you would have to dea with over 100 Questions. Your reading time would be doomed.
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    Contractions are generally not used in formal writing. They are viewed as too colloquial.
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    I'm not so sure about 'making question'. Make it sound as though you're investigating something. Like 'I was curious as to how this will change when I change that. Hence, I applied this concept and tried this out but it didn't work. So I tried this method and it worked!'. If you make it like a list of MCQs, it would seem as though you breezed through your IA and didn't feel challenged. Also, make sure the questions are meaningful and have some impact/implication/use. I think the second option (discussing application) is just as important - it shows your thoughtfulness and awareness of your work. You're not a number-churning math machine, and can think about the implication of your work. Maybe try to squeeze in a paragraph? Of course, that's just my opinion and I suggest you talk to a few more people and see what they think.
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    The only person I know who took Math HL and group 4 at SL is that he wants to go into business/economics, though he took Physics SL and Biology SL. With tha tin mind, you probably should take SL. However, give HL a chance if you really really like math (doesnt matter if you are good at it or not). In both psychology and geography, you have to know a lots of case studies. All group 3s have lots of writing. Most definitely not coloring maps and such. Physics and chemistry focus bit more on conceptual understanding, while biology deals more with details. Physics SL may seem more disjointed than Chemistry SL. In many ways, chemistry may be more abstract, especially regarding atomic structure and redox and organic chemistry.
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    I would not let the comments get to you unless you know yourself that sciences are not your strengths... It is possible to achieve amazing grades in two sciences at HL. If you think it is too much I suggest dropping one and either doing Geo or Spanish HL (I would not suggest math). Hope this helps
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    Hello Bil 1. There is always a way to do everything in Math. I was exactly like you until I get into my topic and found out that there are so many things to write about. 2. That's what most of the people do. You don't have to discover something new. I would advise you to look into 200 ideas for math exploration: http://www.dpcdsb.org/NR/rdonlyres/FE43C622-9FA0-4385-8E19-0C539513295E/133918/ListofPotentialTopicsfortheExploration1.pdf Also, you can search sample IAs and do something similar to them. Good Luck
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    Definitely keep going with your project. Your chem teacher is right, nobody really cares about 4 HLs. Since both choices shows your "hard work", just choose the one that you enjoy better, and I'm pretty sure you'd choose the project Plus, it's really cool. It's something you could brag about. Meanwhile, bragging about 4 HLs would make you sound arrogant.
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    I'd say that if you did those experiences as part of the IB programme in your school in Finland, then they should count here. You can't include experiences that were done before entering the IB programme, since that you weren't "aware" of the CAS programme. If I were you, I'd just add the experiences to my journal. I would nevertheless still check with the CAS coordinator in Switzerland.
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    It honestly depends on how good you are. I personally wouldn't be able to do it, but that doesn't mean you can't. His advice is solid; it's always good trying to avoid mixing up subjects. Nonetheless, if you can simultaneously work on last year's topics in your personal time, then you should definitely do that. I also advise using past papers to get ready. Good luck.
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    @Mufasajo You should start by choosing which category of Group 1 EE to do. Cat 1 appears to the best description: a literary comparison between the two works. Obviously the teacher cannot prescribe a specific EE topic so a comparison between The Catcher in the Rye and The Perks of Being a Wallflower is a very good starting point. Focusing on culture is also a bad idea, as it's no longer a Group 1 EE. Also you should not use 2 literary texts for and Group 3 EE. Ultimately the EE is not a creative writing piece but an assessment that has to be strictly abiding by standards of a particular subject.
  35. 2 likes
    There is no TI-84. There is only TI-84 Plus. I used the TI-84 Plus for IB. Casio also offer some good and affordable alternatives.
  36. 2 likes
    Polynomial regression is based on multivariable calculus, so if you can derive the formula then that's beyond HL. Just because you do calculations by hand doesnt mean you get extra marks.
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    Wow, that seems very interesting. It seems like a good topic and I'd say it could be an idea. I'd still suggest having a chat with your maths teacher to see what he thinks. I don't believe that it's too hard for SL, but it's always good if you can show something coming from the curriculum. I also did my investigation on a subject barely part of the curriculum but added some basic second/third equation making, linking it back to the class material. I ended up getting a 7 on it. The advantage of your subject is that it's very different (in the sense that I haven't heard of another one like it before). I personally think that standing out like that is a plus. On the other hand, the complexity shouldn't handicap you. Your work should be between 6 and 12 pages and those go by fast when you have a good topic. In short, I'd say go for it but confirm with your teacher first. Good luck
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    So I don't know much about CS, but I do know that physics SL wasn't the easiest subject as is. So from the little knowledge, I can share, I can only say that physics HL isn't the best idea if your sole purpose is obtaining maximum points. Then again, do keep in mind that I know nothing about CS. It might be wiser to post this thread in the "Experimental sciences" forum (https://www.ibsurvival.com/forum/13-experimental-sciences/), and not in the "Group 4 projects", considering your concern is subject choice and not something about the group 4 projects.
  39. 2 likes
    Statistically I would say Maths and ESS are the hardest to achieve a 7 in, so is economics if you are not perfect in it. So I would prepare to not have high hopes but continue striving for these grades and I am sure you won't be far off.
  40. 2 likes
    Hi Paperboat, As a French teacher, I know of only one non-native French who took French HL, it was in Singapore, and she had a lot of native French friends with whom she was speaking regularly, watched francophone tv/movies, etc. She truly was immersed in francophonie. French HL is really hard, it not only requires a lot of proficiency in grammar, vocabulary, and conjugation but also critical skills. I would not say it is impossible, but it will require a lot of work: - Paper 1: texts are long, the vocabulary is complex, and questions focus mainly on comprehension (not so much grammar). This section requires a regular reading of newspaper (Geo Ado, Le Monde, Le Figaro, French blogs, B1-B2 short novels), as well as a regular practice of past papers. - Paper 2: for a non-native, this is the hardest part in my opinion. This is where you need to show off all of your grammar and conjugation skills. - Oral: good luck, for you will need to practice. You can either have private tuition with a native tutor who is familiar with IB, or you can register to some free time-share website (they practice French with you, and in exchange, you practice English with them). Another aspect that is often overlooked is the role of watching movies/series in French: as you hear French, your brain will pick up a lot of things (pronunciation, sentence structure, confidence). Good luck.
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    I'm not in mechanical but I am in engineering in Canada. The workload is probably about the same or a little more than Y2 IB (Y1 IB is pretty tame). You typically get 30 hours of class a week and maybe study for 15-20 hours. Basically you're looking at 50-55 hours in total, which is pretty similar to a full time job. Engineering is more than just math and physics. I also take programming, design, chem and bio courses but again, I'm not in mechanical. You will also need 'complementary' courses, so English and humanities. Canadian universities don't give many complementary electives (maybe 3 or 4 in total for 4 years) whereas American universities have much more. You get assignments and reports just like in IB. Deadlines can be anywhere from 2 days to a few months. This depends on the school, the professor and the course you're taking. You still get plenty of time for fun activities. You can join clubs, party and hang out with friends while still finishing all your work. You just need to plan your time well. Hope this helps. Engineering is really fun and worth all the work. Let me know if you have any other questions
  42. 2 likes
    Hey In my opinion a strong mathematics background doesn't always correlate to ability in physics. I'm doing Math HL and have always been very strong at maths, but I find physics to be quite difficult at times even at SL level. Friends who take Biology SL say its not particularly challenging, so I'd go for biology if I was in your position. Definitely not true, there's a reason why grade boundaries for 7s are between 70-80 for most subjects. All the best for your IB journey
  43. 2 likes
    Again, I'm not sure if "parallel" is exactly the right word, but I understand what you're trying to say... Maybe you could try rephrasing the question to examine something more along the lines of the influence of the natural world and the relationship between the natural world and human aspirations.
  44. 2 likes
    Dude, this is so sad to hear. Best bet would be to try on English HL. Psych may be a bit difficult.
  45. 2 likes
    This guide comes from the website excellentassessment.com where step-by-step IA guide is published and IB experts help with IAs. This is a trial version only (and I received agreement to publish it) but still there are many very useful information. Choosing topic: It is very important to choose the right topic (and then research question) of the Internal Assessment. Students are advised to familiarize with the marking criteria at this stage since the topic can be considered as good when it allows student to easily gain the highest score. For example it must enable students to collect sufficient qualitative as well as quantitative data, to support conclusions by available bibliography etc. [...] Common mistake is choosing too broad or too narrow topic. If it is too broad you would not be able to discuss and justify a detailed conclusion and additionally lose evaluation points. If it too narrow you wouldn’t be able to collect a range of data (quantitative and qualitative) and you may lose analysis points or your assessment may be too short and instead you may discuss irrelevant data (whole analysis should aim at answering the research question). [...] Full version includes: - Choosing an excellent topic - step-by-step guide & checklist - Example topics of Internal Assessments which received the highest marks - Structure of the Internal Assessment - to save students' time, not to miss important details as well as useful tips to get all marking points from each section Personal engagement: In this section you should demonstrate that you are particularly interested in the topic you have chosen. It is the best to show why YOU are interested, not only that it is worthy of investigation. Common mistake is to show personal engagement solely in the introduction. There are certain points where personal engagement should be shown to gain all the marks. [...] More important aspects: - how to show personal engagement - section in which you show personal engagement - how much focus should be put on that to gain all points Exploration: Regardless the topic of the Internal Assessment, the moderators search for certain aspects in the exploration. For example, the full list of variables affecting the investigation must be considered. They can be divided into: - dependent [...] - independent [...] - controlled [...] - uncontrolled [...] It is a good idea to put them into a table. [...] Choose the variables from the following list of variables and write them in the assessment: [...] Analysis: Uncertainties should be considered at each stage of the Internal Assessment. For example, if your balance has an accuracy [±0.01kg] your answers numerical values concerning weight should be given in the following way: 1.30±0.01kg. Common mistakes include: - 1.30 kg (without the uncertainty) - 1.3±0.01kg (lack of ‘0’) It is recommended to use dots (‘.’) instead of commas (‘,’). Check if it is correct on your graphs. [...] At the very end use them to show the total uncertainty of obtained results using following formula: [...] Evaluation: Evaluation should discuss strengths as well as weaknesses of the Internal Assessment. Common mistake is omitting strengths. Another error is not considering all of the vital weakness of the investigation or lack of sufficient development of students’ ideas. Excellent evaluations should focus on both systematic and random errors. [...] Additionally areas for improvement should be described and justified according to the strict principle [...] Make use of the following list of errors (already divided into systematic and random) [...] Literature Conclusion and evaluation should be supported by literature. [...] Some students write bibliography/footnotes on their own whereas there are programs which can create it according to the quoting style recommended by IB [...] More important aspects: - how to find bibliography? - what literature is relevant? - how many sources you should use to receive the highest grade? - footnotes and bibliography – requirements
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    1. What is your real name? Eggnerd Widyaya 2. Where are you from? Indonesia 3. How did you find out about IB Survival? I'm not sure about that 4. What made you register on IB Survival? It sounds interesting (?) 5. When did you (approximately) register here? A semester ago (?) 6. What is your favourite IB subject? Mathematics 7. When are you graduating? May 2018 8. What are your plans for university? CANADA (UofT) 9. What are your free-time hobbies? PIANOOOOOOO, SINGINGGGG, PROCRASTINATINGGGG 10. If you could change one thing on IB Survival, what would it be? I have nothing to say. How am I supposed to answer this? Like this
  47. 2 likes
    An even wiser man said "Due tomorrow, Do tomorrow"
  48. 2 likes
    This one is spot on. Our coffee maker was in use for approx. 10 years functioning fine, and after 8 months of IB studies, it made it's last cup of coffee. I guess it died from excessive use or something
  49. 2 likes
    Yep, was talking to my friend this morning about whether walking to school counts as action! You know you're an IB student when this forum is considered a way to not do work but still feel productive.
  50. 2 likes
    well, it is just a stage of the food chain.