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littlebirdsaved

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  • Gender
    Female
  • Exams
    May 2016
  • Country
    Poland

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  1. When it comes to Ivy Leagues, I do not think they have any specific requirements. The most important thing is to have good grades overall, especially predicted ones. Final grades do not count so much because when they are published you are already admitted.
  2. Hi! Please, help me as soon as it is possible. I my project I wrote the conclusion in the form of one, long paragraph and I connected it with the evaluation. However, my teacher told me that I should divide this conclusion into a few smaller ones, written under every mathematical process. Now I do not know what to do because in every good project I saw conclusions written in the form of one, long paragraph at the end of the work. What do you think?
  3. Hi! Do you any idea what can come out on the Paper 3? Of course apart from the option. Our teacher said something about experiments, but I cannot find anything in guide. Secondly, do you know how the nature of science may be assessed?
  4. Hi! Please help me, because I have to hand my IA plan till the end of this week. I was thinking about investigating the concentration of Vitamin C on different stages of ripening of 5 different fruits. Of course, I would do it through tirtration. At first, I was really worred that this experiment is too chemical, but my teacher says that these "different stages of ripening" might be described in more biological and chemical ways, and that it depends on how I would like at the results(on my perspective). I'm really keen on carrying out this investigation, but still I an not sure if it is really proper. I was inspired by this International Journal of Agriculture, Forestry and Fisheries 2014; 2(3): 60-65 Published online June 30, 2014 (http://www.openscienceonline.com/journal/ijaff) Effect of ripening stage on vitamin C content in selected fruits
  5. Hi! Please help me, because I have to hand my IA plan till the end of this week. I was thinking about investigating the concentration of Vitamin C on different stages of ripening of 5 different fruits. Of course, I would do it through tirtration. At first, I was really worred that this experiment is too chemical, but my teacher says that these "different stages of ripening" might be described in more biological and chemical ways, and that it depends on how I would like at the results(on my perspective). I'm really keen on carrying out this investigation, but still I an not sure if it is really proper. I was inspired by this International Journal of Agriculture, Forestry and Fisheries 2014; 2(3): 60-65 Published online June 30, 2014 (http://www.openscien...m/journal/ijaff) Effect of ripening stage on vitamin C content in selected fruits
  6. Hi I am bombarding Psychology on this forum this days Anyway, do you guys have any idea how the question "define the terms culture and cultural norms" may come up on the exam?
  7. Hi! I am writing my IB exams in May 2016. To be honest, I am a little anxious about my Psychology HL grade. I certainly aim to get 7, but my class is the fourth IB class in our school, and in the last third classes nobody got 7 in Psych HL. There were only two 7 in SL. Is it really so difficult to get this mark on the exam?
  8. Hi I was thinking about estimating the osmolarity as the topic of my IA. However, my teacher says it is too simple. I would like to know your opinion. And, if it is really too simple, how can I make it more appropriate for the IA? Research question: How do the changes in masses of the apple and the potato depend on the concentration of sodium chloride solution? Dependent: changes in the masses of the potato and the apple Independent: the concentration of sodium chloride solution in which the apple and potato are placed 500 ml of water was poured to each of 4 beakers. Then, the masses of sodium chloride needed to prepare each of the solutions (0.0 moles, 0.2 moles, 0.4 moles, 0.6 moles) were calculated and weighed, and then placed into the beakers. Apples and potatoes were cut into samples of equal volume using a cork borer with diameter of 1cm. The samples of the apple and the potato were then cut so that each of them had the same length of 3cm. Each sample was finally put to the test-tubes and poured with solutions with appropriate concentrations. The test-tubes were put into racks and left in the same room for 24 hours. After this time, all the samples were taken out of test-tubes with the tweezers, dried with a kitchen towel and weighed once again.
  9. Hi My Psychology teacher told us that for the topic "Evaluate research methods on confomity to group norms" it is correct to use Asher (1951) experiment and then just its variation as the second study. However, to be honest, I am not really sure about that one... Would not it be better if I used a totally different study e.g. this of Sherif? What do you think, guys?
  10. Hi! Is this important to use different studies in shorts and essays? My teacher says it does not really matter and she lets us use e.g. Kasamatsu and Hirari (1999) in both shorts about neutransmittors and in essays about the evironmental influence on physiology. What do you think about that?
  11. That would be great, but it would be much better if they released at least one example of new exam papers with the key
  12. Another example is e.g. the fact that in understandings there is no such word as hexose biphosphate(in the topic of cellular respiration) while the key from past papers allows it. I'm curious how the examiners would look at such things.
  13. I'm curious about the types of questions that may appear. E.g there used to be in the syllabus sth like " Outline the process of glycolysis". While now, in understandings, it is written in rather vague way. It seems like it is needless to learn the process of glycolysis at all. Also, the stuff in textbook is much less precisely written than in the keys of the past exam papers. That is why I am a little worried.
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