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theboro76

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theboro76 last won the day on December 30 2012

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  1. Hey! What deftdog said is really good. Just to add, I always made the distinction between case studies and examples. Examples were just short little facts about places. E.g. Gilgarganbone (in Australia) is experience rural->urban migration. It's really just name dropping, one sentence in a paragraph and is good -- but doesn't require you to know to much about the place. Case studies go into much more depth. Exactly what you need to know depends on the actual case study, but I always tried to structure them to answer the following questions: Where is it located? When did the event of interest occur (is it ongoing)? What happened? What are some interesting facts, statistics, etc. about the case study? How does it relate to the theory? Does it support one theory, many theories, or is it an anomaly? Why is this? Why does it support my argument? In an exam, to get the highest grades you need to answer the 4th and 5th questions, with evaluation is important. In general, I think focusing on how theories and ideas interrelates is more important than reciting facts.Using diagrams are often overlooked, but are valuable for getting high marks. You need case studies (rather than examples) for some things specifically stated in the syllabus and need to be able to write a whole essay on just that case study. Other areas, case studies are useful, but not required. My advice is to use theory to learn case studies or case studies to learn theory (by seeing the interrelation between the two), to save you doubling up on learning theory twice and building connections. Also try to get case studies to be useful for multiple syllabus areas. For example, I used the Newfoundland fisheries conflict to count as a conflict over a fish resource, and environmental resource and something else I can't remember. Let me know if you have more queries
  2. I can definitely see the IB asking a question such as "Evaluate the success of the MDGs in reducing poverty, ect." or "Examine how the MDGs could have been improved to be more successful". Maybe have a (quick) read of the SDGs (the next iteration of the MDGs); they would be useful in the way you can think of international development priorities overall.
  3. This is very true. But just to add, I think you should think of it more in terms of a time limit than a word limit. Write as much as you can in the the time you have available. I found the following times were an approximate guide: Paper 1: 35-45mins Paper 2: 25-30mins (per essay) Paper 3(A): about 25mins Paper 3(B): about 35mins Note, compared to the marks they are worth, I dedicated a disproportionately large amount of time to the essays. That was what I found was best, but isn't the objectively best way for everyone.. I also answered the short answer questions for paper 2 before the essays (i.e. I answered the 3 essays last, so I knew how much time I could dedicate to each).
  4. I would also add that if you are making stupid mistakes you mightn't know the material as well as you could. I found that I was making silly mistakes early in the course, when I wasn't too confident with the material. As I learnt the material more my silly mistakes decreased. I think that as you learn the material youdon't have to think about it as much and can spend more time thinking about the basics and checking your working. Secondly, the exam's time pressures can force mistakes. I would suggest trying to work through some problems with a really strict time limit (less than you get in exams). That way when you get into exams you wont have to rush. Finally, dont take any questions for granted. I know that I often went through questoin one with out thinking, or working through the problem faster than I was able to. This caused many silly mistakes. Good luck
  5. They should use the most recent ones they have. Which, assuming you have your predicted grades from your mocks, should be your 2nd year ones. However, shools and even individual teachers have quite a bit of freedom in how they predict you. So it is possible they take into account your performance before the mocks. If you really want to know it would probably be best to ask your coordinator what their policy is.
  6. I thought the papers were pretty difficult, but not unreasonable. I though better than N13, but worse than M14. The amount of stats in P2 surprised me. But given there wasn't any in P1, it probabaly shouldn't have. I though that was a strage question. It threw me as to how to answer it. I showed that as after 4 seconds the displacement was negative and that at the point in (a) it was positive, because the line was straight, the particle would have had to pass back through (a). I have never seen a 4 mark 'explain' question before so I didn't know where to go.
  7. It really depends on a number of things as to whether or not you get marked down. Compared to almost all of the other IB tasks with word counts (at least all the ones I've done) there is nothing specific that says 'if you exceed the page limit you will lose x marks and the examiner will stop reading'. Because of this you have to gauge how important what you write actually is. It is really about consiceness, which is a part of the criteria. So if you write 13 pages, which is rambly, and doesn't get to the point of your exploration then you will lose marks. Equally if you write 13 pages that is consise, given what you are trying to acheive, then you should be fine. As Vioh said, if you include graphs, tables, but also bibliographies, contents, etc. then these will not likely detract from your exploration's consiseness. Essentially I think a good way of judging is asking yourself 'can I reasonably acheive my aim in less pages than I have?' This could be by reducing the amount of text or data, but also text size, spacing, margins as Vioh also said. But remember don't do this at the expense of readability, which you can lose marks for. I might point out also it is possible to have an exploration that is 8 pages, for example, that is not concise, even if one over the limit is. But also, ask your teacher their interpretation of the limit. The real question is will your teacher mark you down? Because, he/she is the person who marks it, so they need to be happy. I know mine was over the 12 pages, and I dindn't get penalised, but it is possible your teacher enforces the limit more strictly.
  8. A good place to start may be to llok up different factors that effect the rate of evaporation on google. I agree temperature would be a good one (having said that if you are worring about it done to death then it would probabaly be similar to surface area.) However, it would be quite difficult to do, unless you did it on your stove or in an oven at a certain temperature and watied x minutes before seeing how much water had been evaporated off. However you have to be aware there would be a period before the water reached the desired temperature and this would be iffy as to what you do with this period. But you could use the temperature you set the oven too and that would work. Unlike you, I dont have a problem with doing an over done I/A. If you can try to find something different, but otherwise, I dont see it as a problem. You just have to meet the criteria and originality isnt one of them. So I do like the surface area idea. Otherwise you could look into something like the concentration of salt, sugar any other soluable liquid/solid. This should have an impact on the amount of evaporation and I have always found concentration a pretty straightforward independent variable to use (I have done it for 1 physics I/A and both chemistry ones).
  9. This is the first time that I have heard of World Studies as a topic area, and having just had a look at the guide, it looks great! I wish I had heard of it before I did my EE. Anyways, looking at your topic I do like the idea. I think that it has potential to go a long way and make a very interesting extended essay.I also looks like it would meet the criteria for a world studies EE. However, generally I think your topic is too broad to conisder within the world limt and should be made more specific. I think you could do this by focusing on a more specific type of nanotechnology and/or society. For example looking at a topic like "How nanomedicine increase the health of society in LEDCS/MEDCS" If you have a look at the EE guide for world studies all of the topics are really narrow, for example one question is: "What do members of three religious congregations (Hindu, Muslim and Christian) in my city, Mombasa, believe, or know about, the causes, transmission and cures of HIV‑AIDS, and how might religious beliefs inform these people’s views?" As opposed to the more broad "What do religious people know about HIV/AIDS?" there are more examples that are worth checking out in there.
  10. Run it by your teacher. I know our maths teacher allowed it, but in other clesses, I have had teachers not allow it. It comes down to the teacher really. You shouldnt get penalised, in terms of marks, there really isnt any criteria they could take anything off you for. The only risk is if they are too similar in parts your teacher could get suspicious and worse case scenario they could report it as malpractice. However, if you talk to your teacher about it throughout the process and let them know what/why you are doing and you actually know what you are doing and your any your friend are doing the topic in different ways this shouldnt happen. Definetly ask though!!!
  11. Glad to be of assistance. Just to add, if you want to have a look at the May 2011 Paper 1 TZ1 paper (you should be able to find it on google, I dont think I can link it here) Q10 is the kind of thing I was thinking of, but with added calculus and detail and originality.
  12. Simply put no. Of course if you need the bonus points to get you the 24 points then you might need to get results like that. Otherwise you only need a D minimum for both. There are quite a few of other requirements. This document is quite helpful: http://www.norreg.dk/sites/default/files/downloads/ib_diploma_programme_-_simplifying_the_diploma_requirements_and_failing_conditions.pdf
  13. You really have to do both. i.e. you have to have a "sustained argument", but at the same side evaluate both sides of the case and point out their merits and consequences. So it is likely you will lean towards one side of the argument, although admit that it is not perfect/ other arguments also have valid aspects which are worthy of consideration. However it is possible to go hard line or completely fence sit (decide it is impossible to tell), but unless you can do it well it is generally difficult. This argument/thesis should thread throughout your essay and hold it together. Whilst you examine aspects of you case. All of the topics you mentioned seem reasonable, however it might be best to just focus on one. 4000 words turns out to be much fewer words than it orignially seems. What you could do is decide whether you are able to make the essay about which ever topic most interests you and just do it on that, once you have done some preliminary research. In terms of research, it really depends on what you have access to and what is relevant for your study. For example, I used newspapers from the NSW state library quite a bit, but you might be able to get access to the British Parliament Hansard (or whatever it is called there), of the time, the white papers or UN declarations that are relevant. And then secondary sources which are written about it, which would probably give you the best idea about the issues, before you delve into the primary sources. Hope this helped
  14. 1-3) I would say probabaly not. Having said that, if you could do something with the data that is more than just linear regression it could be OK. I did mine on Pearson's r and manages to involve calculus, quadratic modulus functions and linearising data, with I think will get me over the line. Modeling is a legitimate thing to do an exploration on, and remember you can get 6/6 for maths which is only commensurate, it doesn't have to be difficult and make your head hurt. 4) I like that idea. If you did a ferris wheel or something (seems to be a fairly common exam question though) you could model its movement, use trig, convert velocity to displacement and/or acceleration (calculus/intergration). With a more complicated ride I think it could be a very good topic, depending on what you want to look at.
  15. Hey. Sorry, this might be a bit late for it to be any use. I recently finished my IA in rivers. I think your question definetly has potential and is fine. I probabaly wouldn't use the word 'development', to me it suggests the actual process of building it, not the actual dam itself (which I assume is what you would be looking at). I might go with: What effect does the Glen canyon dam have on changes in the hydrology of the (Collorado?) river? But your question seems perfectly fine. Beyond that it is best to become more specific; what aspect of the hydrology do you want to investigate? I would choose between 1-3 and look at them, depending on what your looking at. In terms of graphs, it depends on how your are investigating it. Upon reading your question, my initial feeling was that you would want to measure a few spots above and below and see if the dame obviously breaks the trend. Assuming your going for quantitative varuables this would give you plenty to graph, otherwise it is still difficult, but you might have to go for a non-scatter plot. If you give me more info about how/what your going to investigate, I might be able to come up with more specific suggestions.
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