Jump to content

Chris Schmitz

Members
  • Content Count

    22
  • Joined

  • Last visited

Community Reputation

22 Renowned

Profile Information

  • Gender
    Male
  • Exams
    May 2014
  • Country
    Germany

Recent Profile Visitors

1,050 profile views
  1. Chris Schmitz

    Physics Sl TZ2. May 2014 Discussion P1 & P2

    How did you do the last question about measuring current? I didn't know how to use the mass per unit length... I tried to use F = BIL but i got nowhere. I was super confident in my paper 1 TZ2 but afterwards I went through the book and realized I got quite a bit wrong. Yeah, you were on the right track! You got the direction of the force of the magnetic field on the wire and you got that the net force was 0. That means that the upward force from the field was the same as the weight acting on the wire. In practice, that's BIL = mg. That means BI = (m/L)g, and m/L was the mass per unit length. I thought it was a bit confusing the way it was presented as well. Okay I also did the same thing... but here is what I did.... I said that BIL + ma (acceleration of free fall)= 0 , and then I said BIL= mg... So I calculated mg.... and then finally said I= mg/BL .... I know this would get marks but would it get 2/3 marks Yeah, your formula's correct! It can be rewritten as I = (m/L)*g/B, into which you need to substitute the values. If you didn't do that last step, I'd assume you get 2 marks.
  2. Chris Schmitz

    Physics Sl TZ2. May 2014 Discussion P1 & P2

    How did you do the last question about measuring current? I didn't know how to use the mass per unit length... I tried to use F = BIL but i got nowhere. I was super confident in my paper 1 TZ2 but afterwards I went through the book and realized I got quite a bit wrong. Yeah, you were on the right track! You got the direction of the force of the magnetic field on the wire and you got that the net force was 0. That means that the upward force from the field was the same as the weight acting on the wire. In practice, that's BIL = mg. That means BI = (m/L)g, and m/L was the mass per unit length. I thought it was a bit confusing the way it was presented as well.
  3. Chris Schmitz

    Date of Sources

    Yes, they can! As long as they don't take anything into consideration that happened since 2004. That is, even that's not completely true. If you take a book on Russia's history (and I'm spitballing here) from the 1800's until 2010 for example, you could use a chapter on a tsar or Stalin. Good luck!
  4. Chris Schmitz

    English A Lit HL/SL Paper 2

    From these responses, it seems like us TZ2 folks are going to get a tough grading curve on this paper... although if we're all as confident in our answers as we say, I doubt it'll make a notable difference.
  5. Chris Schmitz

    Physics Sl TZ2. May 2014 Discussion P1 & P2

    Really? I thought they were a joke! Paper 1 I was only unsure on a few of the questions, like the damping one. Paper 2 was a gift, I thought. I answered the second question in Section B, with Simple Harmonic Motion, Wave Phenomena, and Electric/Magnetic fields. I walked out super confident.
  6. Chris Schmitz

    English A Lit HL/SL Paper 2

    How did everyone feel? I LOVED it. I answered the question in TZ2 on light and sound in drama, on Williams' 'Streetcar' and Fugard's 'Master Harold', and it was a gift from god. I got to use all the knowledge about themes I had, along with that on scenic metaphor and dramatic techniques and styles in the two plays. The essay practically wrote itself, and it helped that I drafted an essay plan for virtually the same question last week! I feel a lot better about English after what I thought was a shaky Paper 1 now. For everyone reading this in later years but without access to our exam papers, the questions in the Drama section (for both HL and SL) were roughly 'discuss the importance of minor characters', 'discuss the use of characters breaking the fourth wall', and 'discuss the use of light and sound'.
  7. Chris Schmitz

    English B higher level paper1

    I'm 95% sure the entire paper gets scanned and sent, so you should be fine. Definitely don't contact your coordinator, there's nothing they can do now- your exam is sealed away somewhere and nobody'll be touching it any time soon.
  8. Chris Schmitz

    Film EE : Art house film

    Hey, I'm not a film student, but given the statistical unlikeliness that you'll find one on here who can help you, I guess my advice is as good as any. 1) Straight off I think your topic seems fine. I don't think being controversial is a bad thing, it allows you to attack issues from multiple perspectives with ease. 2) I do have to warn you, though, to closely study the film syllabus and essay guidelines and decide whether your essay is of an appropriate style for it. I can't help you with that, of course, but you should definitely look at both good and bad past essays and decide whether you'll be able to hit good marks on all the criteria with the topic you're chosen. If not, maybe look into twisting the topic? 3) It's not a problem to do an EE in a subject you don't take; I did mine in one our school doesn't even offer. However this makes it all the more important that you find a good supervisor who's familiar with the topic and able to assist you as need be because otherwise, however good your knowledge on the field may be, your essay probably won't come together. I hope that helps, and good luck!
  9. Chris Schmitz

    Castro Help

    Honestly your teacher did it exactly right. Those are the three topics that each Authoritarian Leaders study is broken down into on the syllabus. You're guaranteed to get at least one question from each of those topics. If I were you, I'd look at some past papers and get an idea of what the Authoritarian Leaders questions will ask of you, and prepare accordingly. In my Castro revision, for example, that meant breaking down his rise to power into the factors of political and social situation, economic situation, ideological appeal, and personal appeal/propaganda. Hope that helps!
  10. Chris Schmitz

    English A Lit - HL Paper 1

    I did 'Into Silence' as well! I thought it was easy to understand, definitely more so than the poem. It took me like 30 seconds of reading each to decide. My argument centered around the girl's (it was annoying that you couldn't say 'speaker's') deafness being more of a factor, or a catalyst, in her parents' troubled relationship than something that defined her. I said Barton readily makes use of metaphor incorporating the deafness (it sounded better then, I promise) to portray that it allowed the girl to shape her own perception of the world. For anyone reading this thread in later years but unable to find a copy of our exam paper, the extract was from Marlin Barton's 'Into Silence', which is a short story, started with "'You didn't tell me', her mother said" and ended with "...out her throat and off her tongue." The poem was 'Better Days' by A.F. Moritz.
  11. Chris Schmitz

    Streetcar Named Desire?

    I think it's also important that Stella being at the hospital (am I remembering this correctly?) because of her baby allows the focus to be on the relationship between Stanley and Blanche, and in scene 10 that culminates while Stella's away. So while I agree that it carries symbolic meaning- of attachment and dependency, above all, but also creating a bond, if you will, between Stella and Stanley like that between her and Blanche- I'd argue that above all, in the way it's employed in the play, it's a device Williams uses to let the Blanche-Stanley conflict climax.
  12. Chris Schmitz

    IB english HL lit Paper 2

    I'm in HL, but we've chosen to only focus on 3 plays: A Streetcar named Desire by Tennessee Williams Top Girls by Carol Churchill Master Harold... and the Boys by Athol Fugard
  13. Hi, we've just had a revision session on that paper today where we got some great hints, and although we do the drama option, some of this might help you: To prepare: -Re-read the novels, and do practice papers. -Learn to time yourself so you know how much time to give yourself eg. for planning in a real exam. -Memorize themes and techniques that the authors use that abide by the literary conventions of your genre (criterion B or C, can't remember), and memorize quotes that you can use to support your discussion of these themes. -DO PRACTICE PAPERS. When you're writing: -Address the question directly, and perhaps open with a strong, contentious idea that captures the reader's attention. -Develop. Points. Clearly. Use evidence and references to all those quotes you memorized. -Assume a knowledgeable reader and don't waste time explaining plot -Make sure your essay deals with every part of the question. -Emphasize your conclusion, in which you sum up judgments. -Give yourself a few minutes to read over your essay and correct minor slip-ups, those have a bigger impact on your language mark than you might think. -Judgment, analysis and perception are a million times more important than recounting minor details of the play accurately. -Perhaps most importantly, plan thoroughly and only dive in when you're ready. In Paper 1, examiners expect a sort of development of your understanding of what you're analyzing as you go along, but Paper 2 needs to be strong from intro to conclusion. I hope that helps!
  14. Hi, I take CS too and I'm afraid we don't get to take any of our research in! However, you do get a fresh, clean copy of the case study. Good luck!
  15. Chris Schmitz

    Any handy maths tricks in papers 1, 2 or 3....

    A great exam technique I learned is that in papers 1 and 2 (not sure about 3), there's exactly 120 marks per paper. That means you can time yourself really easily by giving yourself a minute per mark.
×

Important Information

We have placed cookies on your device to help make this website better. You can adjust your cookie settings, otherwise we'll assume you're okay to continue.