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kanata_zero

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  • Gender
    Male
  • Exams
    Nov 2013
  • Country
    Singapore
  1. It's one out of the two. Well, it was like that in the 2013 session, that's for sure. Hahahaha. I'm assumin you mean literature only.
  2. The design seems fine but you might want to say distilled water (a bit of a stickler, sorry ) Actually, your hypothesis won't matter that much because it's not graded in the criteria but still good to include.
  3. How about re-enacting it in the form of a short play or a song?
  4. Study the command terms that are given in the syllabus such as 'explain', 'evaluate' and 'discuss'. Then just keep practicing past papers. You'll get used to it after a while.
  5. This isn't a problem - material outside of the syllabus can be used as long as it's at the same level of your level of mathematics (SL in this person's case) or above... I don't know if the chi squared test is good enough since it's taught in Studies and all you do is essentially plug in numbers into an equation, but if he/she has other math as well as this statistical test, they should be alright... However, isn't the pearson correlation test more appropriate in his/her situation? I have no idea what the pearson correlation test is Ya, agreed. It does seem too easy to just plug in the numbers. A discussion with your teacher is the best way to go as to whether the topic seems good enough.
  6. nothing. I've seen that a lot in examiner's reports. If you write one after another, you're just pissing the examiners off. Makes it a bit more difficult to check because of less tidiness. my teacher keeps saying me to try not to save paper. LOL. As bad as that sounds, it would make it easier for examiners to check your answers. So I guess just start with a new page? That's the point. I'm saying not using extra papers would be making it difficult for examiners to check because cramped up work is so difficult to read.
  7. possible. This would have links to statistics. You might have to make use of the chi squared test though. A topic which probably isn't in your syllabus...
  8. Umm.. I'd actually ask my supervisor but the most common form of referencing is MLA.
  9. Significance level refers to how strong is the confidence of your test. The smaller the significance level, the higher your confidence. Which significance you take will depend on the person who does the test. Most people would think that a 1% significance level would be best but this would cause a high level of Type 2 errors. I'm not sure whether this is covered in Math studies or not. The value 3.841 comes from the statistical X^2 table that can be found online. Hope that helps
  10. Hmmm.. I think the main problem is you're trying to dissolve bread in water. Iodine will turn to blue black in the presence of starch. The better procedure to this experiment would be to use a starch solution in your school lab. If you use bread dissolved in water, it's an inaccurate measure of the concentration of your starch solution as well because the bread is not dissolving completely. The label on your school starch solution is more accurate and will inform the examiner you're better prepared. We have to make our own starch solutions though, any suggestions on that? I've never actually done it. I just looked it up online actually. Haha. Most people make simple starch solutions by dissolving cornstarch in water. This website looks helpful. http://www.techknow.org.uk/wiki/index.php?title=Making_up_starch_solution. You can get cornstarch in any grocery store in your place. Don't know whether cornstarch will react with iodine but it's worth a shot. I'd do it if I were you.
  11. No, colorimeter is not necessary. It's clearly visible without it. Heating up your solution will cause the color change to be less visible.
  12. Hmmm.. I think the main problem is you're trying to dissolve bread in water. Iodine will turn to blue black in the presence of starch. The better procedure to this experiment would be to use a starch solution in your school lab. If you use bread dissolved in water, it's an inaccurate measure of the concentration of your starch solution as well because the bread is not dissolving completely. The label on your school starch solution is more accurate and will inform the examiner you're better prepared.
  13. well i've recalled 90% of Section A. I could only recall 2 out of the 4 questions i did in Section B.
  14. Question 2: Analyze the karyotype, describe hemophilia as a sex linked condition, describe polygenic inheritance Question 3: Label the food web given, describe the flow of energy and nutrients Question 4: Draw the action spectrum, describe the relationship between the action and absorption spectrum Section B Draw E.Coli, describe the principles of immunity, explain synaptic transmission, draw the plasma membrane structure That's all I can remember. If u want to pass your exam, you're better off just studying from the syllabus.
  15. Hmm.. I doubt a majority know how to do that as well. haha. Hmmm.. It does look complicated. You can't use calculus to determine volume, use the old area x height. Perhaps you could take an estimation of the volume of the engine by assuming that the first half is rectangular rather than having a weird shape. As I said, perhaps a discussion with your teacher can further aid you in this exploration. About the calculus.. Does it have to involve calculus? Because I feel a study on geometry would be much easier considering the data you have. Don't get me wrong. The idea of using calculus here in interesting but it might be a bit difficult and will require a bit of creativity.
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