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snowday

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  1. Hey guys, just checked out the scores a few days ago, it was total hell trying to get in the system wasn't it? English A1 HL - 7 Chemistry HL - 7 Economics HL - 7 Biology SL - 7 French SL -7 Mathematics SL - 7 English EE - B TOK - A Total Points: 45 Not completely shocked, I was predicted 44, just barely pulled a 7 in English, lucked out there. Nice job everyone, we're finally done!
  2. Deissi seems to be focusing on microeconomic graphs, I just thought I would extend it to saying that the graphs are helpful through macroeconomics as well, they make it very simple to understand why things such as inflation and unemployment occur. The graphs definitely make things easier rather than harder, because they help to make the connection between various factors that affect something, such as why low interest rates and tax cuts decrease unemployment.
  3. Hi there, I think Godel's incompleteness theorem is a valid way of demonstrating that math is perhaps not as "certain" as one thinks, since there is always a mathematical truth that cannot be proven given a reasonably complex mathematical system. I wouldnt worry about going in-depth into his theorem (i.e. talking about Godel numbers), because I think that would be taking it too far. Also, I would not use the Godel theorem as the foundation for your essay, I think it works better as a supporting argument. Hope it helps.
  4. Your French B mark is composed of 3 things. First, there is your oral presentation, which can (I think) be on any topic that is French-related. This is worth 30% of your mark. Next, there is your Paper 1, which is based on your reading comprehension. In this paper, you have to read various articles and answer questions about the articles, and then for one article you have to write an ecriture based on the article. This is worth 40% of your mark. Finally, there is your paper 2, which is based on your ability to write. You are given a choice of 4 topics, and you choose one to write about for about 250 words. This is worth 30% of your mark. In order to get a 7, you usually need about 85-87%. Hope it helps.
  5. snowday

    EE in math

    I'm pretty sure that a Math EE should include actual mathematic calculations, at least all the ones that I have seen are quite extensive in their actual usage of mathematics. I am unsure as to whether or not you can simply write an EE on the applications of the algorithm, or if you need to do some actual calculations. However, in my opinion, the calculations are really what make the paper a mathematics paper.
  6. Hey, just thought I would mention McMaster's Health Science program if you're considering something in the sciences. It is a very competitive program and in order to be considered you need to submit both your marks and a supplemental application. I have heard that it is a great program, though there have been mixed reviews as to the "type" of students that are in the program (e.g. that they are snobbish etc.). I can in no way confirm or deny that, but in terms of the program in general, it might be something you wish to consider. Hope it helps.
  7. Hey, the boundary for most languages is pretty consistent. A 6 is usually about 23-27, and a 7 is usually 28-30. Obviously, they fluctuate, but very little from what I understand. I find it odd, however, that your P1 is out of 30, as I thought for all SL classes P1 was out of 40, so that the sum of all 3 parts of the exams was equal to 100 (40+30+30). In terms of specific boundaries, I'm not sure what they are, but hopefully now you have an idea as to where you're at. Hope it helps.
  8. One of my friends did this question. He chose to focus on deontological vs utilitarian to represent emotion vs reason, weighed whether making a decision should be based on the action being immediately wrong or right, or if it should be based on the final result of the immediate action. It was a pretty interesting paper, though I read it a while ago so the details are foggy. I actually think that the the most difficult part of this question is trying to define "equal", since we are not exactly talking about whether 2+2 = 4. There are a lot of qualifying statements that can be made about the term "equal", but pinning down a concrete definition of what would be considered "equal" and then applying it to the question seems to be the hardest part in my opinion.
  9. I agree with HMS, I think its too broad as well. In 1984, I would be as specific as something like "how the government controls language" in terms of a thesis. I have not read fahrenheit 451, so I don't have an example that is applicable to both books. However, I think you see how specific I think you should be. If your topic is too broad, it's really difficult to write a strong essay because its difficult to have one concise point that all your points can draw back to. Rather, you just have one big umbrella that everything seems to fit under, and in the end you read the essay and realize that you just proved the most basic point in the world (alright, so that last bit was from personal experience, but hopefully you get the gist of it). Hope it helps.
  10. Just thought I would mention that there are in fact such things as useless diagram. I once saw a marked econ commentary in which the student had drawn two diagrams to demonstrate a shift in the supply curve, and written beside it by the examiner was the word "unnecessary". Even though 2 diagrams is more than 1, it would be much more convenient to draw 1 diagram to show a shift of the supply curve. Something to consider I guess, I just don't think that more diagrams necessarily means better mark. Hope it helps
  11. Hey, I finished French B SL last year and it by no means requires anywhere near fluency if you want to do well. I always thought that Language B HL was not a great class to choose. If you're not really good at the language, just stick to SL and get a very easy high mark; universities (as far as I know) don't really regard B HLs as anything special. If you are fluent, take the language at A1 or A2 and get yourself a bilingual diploma; also, you'll save yourself classtime during which you'd otherwise be bored out of your mind, even in B HL, never mind B SL (a few students in my B SL were fluent, I can only imagine how mind-numbingly boring that class was for them). In short, if you can avoid B HL, I think you should. And if you can't, and you find it ridiculously easy, its not going to get any harder. Hope it helps.
  12. Hey, I rarely have late nights (by late I mean past midnight), though my weakness seems to be science labs. I just get really paranoid, simply because one little mistake can drop you from a complete to a partial, which is going from a 3 to a 2, which is going from 100% to 67%! Furthermore, midterms are coming up and in bio, our lab marks will be worth 37% of that midterm...and there are only 6 lab marks (3 for data processing, 3 for data presentation). Subsequently, I am up for hours on end trying to make sure that the smallest things are okay in all my labs. I know its just me being completely paranoid, but I can't help it and all science labs drive me insane. All right, I'll stop ranting now and see if I can be a little more productive.
  13. Hey, Queen's commerce program is quite competitive, with an average in the low 90's required for consideration. From what I heard at the University fair a couple of weeks ago (and based on the number of students lining up to learn more about it), I gathered it was also quite a distinguished program. I'm not very good in distinguishing between different business programs, but I know that in terms of business in general you most probably would want to check out Schulich (a branch of York University) and Ivey (part of Western University), which are both distinguished in the realm of business. Once again, excuse my ignorance with regards to commerce versus business, and I hope this helps a little.
  14. Hey, we had TOK for 6 hours and 15 minutes a week (5 days at 75 minutes per day) and we did do quite a bit of work studying the different AOK and WOK. I think the main problem with TOK is that the only assessment is really the essay (there are the presentations too, but those are internally assessed and are pretty subjective, even for TOK). Since the assessment doesn't force you to have to know everything (all the WOK, AOK) and there is no TOK syllabus (as far as I know, may be wrong there), I think teachers don't necessarily see it as a full-on class. On the final assessment, I personally had no trouble studying the AOKs and WOKs I needed to know independently of what we did in class, and I think I managed to pull together a pretty solid essay. If the final assessment was some sort of exam, I doubt I would have been able to study all I would need to know independently of class, and I also think that TOK teachers would be a bit more serious about the class. I'm not saying there should be a TOK exam, but I think that based on the way the class is structured it makes it easier for teachers to become a bit lax with their teaching style.
  15. Hey, I think that salt concentration might be an interesting one. You could even measure salt concentration using different methods. The first thoughts that came to mind were conductivity and refractrometry (basically using the method they use to find how much sugar is in something, but instead using it for salt...would that work?). All the experiments would be relatively easy to do but you could do a variety, and I think it would make a pretty good Group 4. If you're looking to make a groundbreaking discovery, this isn't the way to go; if you just want to complete the assignment, I think salt concentration could work. Hope it helps.
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