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jordan5560

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  • Gender
    Male
  • Exams
    May 2016
  • Country
    Hong Kong

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  1. Hey guys, So, I've been studying for the Economics Exams and also been reading a book called "Economics: The User's Guide" by Ha-Joon Chang. There are a lot of things that are covered in the syllabus as well as some useful contextual information like working hours and levels of inequality in different countries. I'm wondering if it will be useful if I put down these data in my answers for paper 1 (and possibly paper 2) if they are relevant to the questions. The mark schemes, as my teacher says, are at times overly simple and don't include any understanding of the contexts. Thanks!
  2. Hi, y'all. I'm gonna be in my second year of IB and I want to spend some time over the summer to prepare for my English class. I hope to do really well in class so that my teacher will get me one more grade for my Predicted Grade (our school has given us a draft of PG grades to sort of motivate us) but I'm not sure how I should prepare to the fullest. So far I've done some research on the contextual background for the books/texts we'll be studying in the first semester. What else can I do to ensure I will be ready for group discussions as well as answering questions in class? Thanks!
  3. I heard universities look at how many AP classes you've taken and the more the better. So I think if I suddenly change to take AP, there would only be a few months till I submit my application, which means in these few months I would have to take so many AP classes. Do you think this would be the case or because of the fact that I took one year of IB I wouldn't need to take as many?
  4. I'm writing my first official commentary on microeconomics. I'm confused about the boundary between analysis and evaluation. Can someone explain to me with a specific economic concept, like subsidy, please? If my article talks about a government imposing subsidies for agriculture and it also mentions the subsidies are expected to exacerbate the overcapacity in the agricultural industry, what should I write for the analysis and evaluation? In this case, this is what I think: Analysis- supply curves shifts downward (because of subsidies); demand shifts to the right (due to increase in population and economic growth in that country); elasticity of supply and demand->effectiveness of the subsidies Evaluation- Welfare gain; negative externalities (harvesting machines generating air pollution); solution to overcapacity; OP of the subsidies Please help me, I've been confused for a while
  5. I decided to do my exploration on climate change by comparing changes in temperature in different continents over the past few decades. I'm going to collect data of annual temperature and temperatures across 10 years or so to make exponential functions and sin functions with my GDC (line regression). The problem that I have is I don't quite get how the IA works. Is the whole idea that I set something to investigate using mathematical knowledge and concepts and come up with a conclusion of what I've found? In my case, is what I can investigate is which continenet is the most vulnerable to climate change and to what extent climate change has affected global temperature? Thanks!
  6. I recommend Economics since you're taking math studies. Business requires a lot of calculations whereas only little Economics HL material requires calculating (and they are more straightforward).
  7. Hi, I'm planning to take two SAT subject tests before the first semester in IB year 2 but I'm not sure which ones I should take. I'm thinking of Maths II and Biology E/M. I heard that Maths II is easy since the topics are covered in the IB Maths SL syllabus. What about Biology E/M? Has anyone taken the test and can share some experience? I want to know if I will be able to know most of the topics by the end of IB year 1 so what I will only have to do is only going through a little more stuff. Thanks
  8. I'm really overwhelmed by the tremendous amount of information in the textbook. I'm not good at memorizing stuff so most of the time I just choose the most obvious and seemingly important ones to memorize. Is it essential to memorize all the things for the final exam in May?
  9. Thanks to everyone for classifying to me. But now this leads to another question: Do report cards matter when applying to universities? I heard applicants who have been accepted into a specific university would be asked to send his/her transcript of the school results throughout the years studying in that school. Do they only require doing this to make sure the applicant was actually studying in high school?
  10. Is there such rule as "students who scored 5 or above in Language A cannot choose Language B (Acquisition) in IB"? I scored a 5 in MYP for Language A and now I'm struggling with the difficulty that has been increased rapidly in IB. The principle in my school told me because the school has to follow the guideline provided by IB, they cannot let me change from Language A to Language B since I scored a 5 in MYP. Currently I'm taking double A and find it very demanding and challenging. To persuade the principle, I need to know if there's such rule in the policy.
  11. I'm in IB year 1 and have started the course for two months. I want to know whether formative assessment, as what my school calls it, counts into the grades in the report card? I always thought there're two types of assessments: internal and external. If the teacher doesn't mention it is an iA, do I have to worry about the score I get since it won't affect the final grades at all?
  12. I wouldn't recommend taking music to you since you have only played the saxophone for a few months, which you probably play super well with excellent skills and else. In music, you'll have to perform an instrument for the assessment. For those who don't play any instruments, you will have to choose the only option left, which is to give a presentation. Of course this option gives less potential in your grades. Besides, you have to know basic musical theory beforehand so you can be better off when you're asked to memorize what the teacher is teaching in class.
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