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chybug

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    Female
  • Exams
    May 2015
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    United States

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  1. While there aren't any specific rules against using newer, popular books, such as Catching Fire, for an English EE, the IB doesn't like it very much. Additionally, IB has probably received a ton of EEs on 1984, so in order to do well you'll need a new (or not overdone) concept and analysis. Other books which are similar to 1984 (dystopian society, symbolism, etc.) that I can think of are Animal Farm (also by George Orwell), The Handmaid's Tale, Brave New World, Atlas Shrugged, and Fahrenheit 451. I'd also recommend checking out the guide for English A1 EEs on the Extended Essay forum.
  2. Although we live in a global age, stereotypes and misinformation about different peoples, cultures, and countries exist nearly everywhere. As an American, I have seen people, businesses, and government agencies make decisions, both consciously and subconsciously, based off of stereotypes. Do you believe that there are any untrue stereotypes/misinformation about your identity (be that nationality, race, gender, sexuality, religion, etc.)? Why do you think these stereotypes exist? Do you know of any stereotypes about others that you have found to be untrue? What role do you think stereotypes play in our society? Lastly, is there something you wish more people knew about your culture/identity, and if so, what is it?
  3. Hello! I'm working on my IA topic and I've really gravitated towards doing it on lobotomies. My question is: To what extent were lobotomies used to control women and African Americans? I'm pretty sure this question is too broad right now, so any ideas on where to narrow it down would be greatly appreciated! I'm also curious on the feasibility of this topic. My teacher warned me not to get off topic by discussing the science behind lobotomies, but I assured him that I wouldn't dream of doing that-- science is not my thing haha. I think I might end up traveling into a lot of bioethical implications, but I'm not sure if that's necessarily okay.
  4. Thanks for the advice! As of now, I'm not entirely sure where I want to go with this question. I'm probably leaning more towards looking at the differences in the character itself based on genre. I actually was considering King Lear in the beginning of my process, but switched to Hamlet because we're actually reading that in class... Which proves that it may not be the best choice to do. I think I'll try reading it and seeing if it fits my question!
  5. Hi! I'm thinking of writing my EE on Hamlet and a Midsummer Night's Dream, but I can't tell if my question is too vague or too specific: To what extent does Shakespeare's utilization of his own "Shakespearean Fool" differ in A Midsummer Night's Dream and Hamlet? Also, on a different note, I read through the IB Group 1 guide and no where did I see any examples using Shakespeare. I'm honestly rather surprised, as I'd figure Shakespeare's plays would be the most overused English EE topic there is. Do you think this is an overused topic AKA do you think the IB will think, "Oh great, another Shakespeare EE..."?
  6. Thanks! I had a feeling most of the things I was thinking of were beyond the SL level. I hadn't really thought about attempting to create my own activity series, so I think I'll look into that some.
  7. I've been trying to think of an IA I could do on voltaic cells for my Chem SL class and I'm having a hard time finding many variables I could manipulate. I know that I can change the metals and reactions will/won't occur based on the activity series, but that's about all I've actually learned in class. I've tried googling around, seeing if concentration/temperature/salt bridge/etc. will affect the reactions, but I can't find anything that isn't insanely difficult for me to understand (chemistry isn't my strong suit haha). I've asked my teacher about it and he just says, "I don't know if anything will happen, why not test it and find out?", which, I understand, this is the point in an IA, but I've had some experiments fail in the past-- and not in the good way-- and wouldn't like to repeat that experience. So, can anyone help me understand what variables (other than metals) I could manipulate? Thanks!
  8. I agree with Esteban, class rank is not nearly as important, but to answer your questions, for my school at least, my rank increased. My school is highly competitive and small, with a majority of the top students trying to take as many A.P. classes as possible without dying. Both A.P. and I.B. and weighted on a 5.0 scale here. My GPA increased just because of that reason. If you're worrying about class rank for college, stop right now. I know for my school, almost nobody puts there class rank onto our college applications because it's typically optional. Colleges would much rather hear about my 4.2 GPA than my 25 percentile ranking. Although this is probably different for a larger school (my class size is about 350), I'd say in general your GPA will sound more appealing to colleges than your class ranking unless you are top ten.
  9. I think you could potentially choose either category depending on where you go with your analysis. I had a similar situation for my EE. I ended up writing my essay without any sort of "category" inhibiting myself. Then, once I finished, I talked to both my English teacher and the psychology teacher, and we all agreed my EE worked better under the English category and I tweaked it a bit to hit all the requirements. I don't know if this is something you're comfortable doing as it was rather daunting knowing that there were no actual guidelines for me to follow. As for your second question, you don't need to be taking a class in order to write an EE on that topic-- however, it sure helps!
  10. Hey guys, I pretty much failed my experiment and have nothing to write about. I essentially tested the effect of different salt water solution concentrations on the growth of radish seeds. Unknowingly, I made the concentrations waaay too high (1%, 2%, 3%, 4%.. seriously, I made it more salty than ocean water ) and all of my seeds, except my control, failed to germinate. In the past I've had experiments that have sorta failed and it's actually made it easier to write the conclusion, but this time I feel like it's not even possible to write up anything from this lab. I don't have time to redo this experiment or attempt another one as this experiment is actually my back up experiment that I had to do after my first one also failed (I blame my lack of a green thumb). Any suggestions/advice? My classmates suggest I make up results, which seems very tempting, but hopefully somebody on here has some better advice! Thanks!
  11. Thanks for the feedback! I didn't even realize that TOK was taken seriously in other schools until recently, however, I'm glad I discovered this sooner rather than later! I'll definitely do more research online and most likely do some extra studying next year.
  12. Up until my sophomore year of high school, my school offered eight periods, however, due to budget cuts, we switched to a seven period day. As a result, TOK was no longer an official "class" offered. Instead, we have TOK one day each week during lunch (which is about thirty minutes long) and we have a "TOK Release Day" once per quarter where all of the IB diploma students meet and talk about TOK-related things. Not only am I concerned that we barely meet, we have a... not-so-great teacher. She's an awesome person, but we often get off topic. She usually has us watch a youtube video on a current event and we attempt to discuss it, and everything starts off okay, but we end up talking about unrelated things. We rarely have homework, we've never done any practice writing (I'll be honest, I barely knew we had to write for TOK until I joined this website)... and I don't even know the ways of knowing or areas of knowledge. Seeing people do projects and write essays makes me feel like we're accomplishing nothing! The year twos at my school say not to worry and that TOK is pretty easy to B.S., but I'm not so sure. Any feedback?
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