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    Nov 2010
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  1. Jennifer

    November 2010 IB results thread

    Wow congratulations! Are you in that school in adelaide which got 5 or so 45s? Thanks Nope, I was at the school in Victoria that got 4 45s.
  2. Jennifer

    November 2010 IB results thread

    My results were: Chemistry HL - 7 Maths HL - 7 Economics HL - 7 Physics SL - 7 English SL - 7 Mandarin B SL - 7 TOK - A EE (Chem) - B Overall: 45... I'm still kind of stunned.
  3. Jennifer

    Economics HL Paper 3

    No-one has started a thread on this so I've decided to. Thoughts? I found it quite challenging and I was really pushed for time.
  4. Jennifer

    Chemistry HL Papers 1 & 2

    Hmm I drew something different. I said that if the standard electrode potential was greater than 0.34 (which is the standard electrode potential of copper), then the reaction wouldn't be spontaneous so the enthalpy change would be 0. And if it was less than 0.34, the enthalpy change would get bigger the bigger the difference between the electrode potential of copper and the electrode potential of the metal (I think in terms of this we had the same thing).
  5. Jennifer

    Chemistry HL Papers 1 & 2

    I found paper 1 quite manageable, though there were a few questions I was a bit unsure about. Paper 2 was strange - they didn't give the usual big stoichiometry question at the start, but I also found it okay. Not great, but not too bad. I wasn't sure about the 'hypothesis' regarding the electrochemical series (one of the later parts of the first question I think). What did you put down?
  6. Jennifer

    Mathematics HL Paper 2

    Really? I found Paper 2 a lot better than Paper 1, although to be fair I found Paper 1 horrible so I suppose it's not saying much. What didn't you like about it?
  7. Jennifer

    Maths HL Paper 1

    I felt the same! It was so much harder than most of the past papers that I'd done. I hope the grade boundaries are lower this year...
  8. Jennifer

    Maths HL Paper 1

    Did anyone else do it? If so, how did you find it?
  9. Jennifer

    Don't treat the old and unhealthy

    Thanks for your input everyone. I had a discussion with my TOK teacher about this, and he was of the same opinion that it was an interesting topic, but told me that it was much too broad to cover in the space of one presentation. He said it'd be good if I could find a specific example and relate all the knowledge issues to this.. so, I did a bit of research and thought that the recent news about Claire Murray (a 25 year old Australian woman) who received a 250,000 government grant for a second liver transplant (as she was denied her 2nd transplant after her 1st failed due to drug use) was suitable. I'm kind of confused about how exactly to structure my presentation though. I know the ideas that I want to explore, but it just seems like so much to put into a 20 minute presentation. What type of general structure would you recommend? The knowledge issues that I think I will predominantly address are: How do we decide whether Claire was worthy of treatment? How can we establish a set of criteria that would determine whether someone could be treated or not? (similarly, under what conditions is someone eligible for a grant?) How do these criteria vary if considered from differing ethical/moral perspectives? How it would differ if it were approached with reason as opposed to emotion? The more general knowledge issue would then be, what role should particular ways of knowing play in determining the value of something, including a human being's life? Can we simply judge lives as we judge objects? I don't know though.. I still don't quite get the idea of a knowledge issue..
  10. Jennifer

    Help with mathematical induction

    They have taken (-1)^k+1 out as a sort of common factor and differentiated (using the product rule) the rest of it. This is because (-1)^k+1 acts as a constant, acting as a 2 would in 2x^3 (i.e. remains the same - not differentiated). In the last two lines they have just gathered like terms etc, and taken a -1 out as a common factor, turning the (-1)^k+1 into a -1 x (-1)^k+1 and hence (-1)^k+2. Not sure if that made any sense, but just remember that k is not something you need to differentiate, as you are finding dy/dx and not dy/dk.
  11. After spending quite a while thinking of ideas for my TOK presentation, I thought that I might be able to do it on the general argument that we shouldn't (or should - I'm not coming to a conclusion just yet!) treat the elderly, smokers, heavy drinkers etc. It was in a newspaper article recently and I found it pretty thought provoking. I wouldn't exactly come to a definite answer in my presentation. Instead I'm thinking of more exploring the implications of this issue - ie. where do we draw the line? Who counts as eligible for treatment? What would become of those people who we effectively let die or remain ill? I was just wondering what people thought of this - I've been struggling to come up with something and this is the first thing I've thought of that sounds reasonably suitable for the presentation. Any thoughts would be appreciated!
  12. Jennifer

    Chemistry - The Effectiveness of Sunscreen?

    I wanted to stay away from fruits because it seems that so many people have done all types of fruits and vegies at our school in the past, and extended essays involving fruits are all over the internet, and it seems pretty boring just to copy them all and choose a fruit as well, you know? I have done a bit of research and have a pretty good idea of how I would do it - as long as the vitamic c formulation can dissolve in water or something, it will be possible to do a titration and work out the concentration. It wouldn't be too complicated an experiment either, and would just involve alot of time in repeating the titration over and over, and setting it out so there is certain amount of sunlight. Also, I thought it would be quite relevant because people are putting this stuff on their skin and then exposing themselves to sunlight. With Vit C being so light/heat sensitive, something must be happening to the cream/lotion etc.
  13. Jennifer

    Chemistry - The Effectiveness of Sunscreen?

    Alright.. Okay, how about this? How sunlight/heat/other variable affects the vitamin C content in anti aging creams. It's so difficult thinking up a suitable topic.
  14. Jennifer

    Chemistry - The Effectiveness of Sunscreen?

    Alrighty, thanks. I think you've pretty much convinced me not to do it! What about something like whether there is a difference between generic and brand drugs? It's a tentative topic area, but any opinions?
  15. Jennifer

    Chemistry - The Effectiveness of Sunscreen?

    Hm, so you're suggesting to leave this topic and think of something else? I wasn't really intending to look at which sunscreen is better. I was more thinking along the lines of seeing how it was affected over time, ie. does it let more UV in after its "expiry" date or not? I don't know, I was talking to someone who works in a company that produces sunscreen and they told me that all the expiry dates on the bottles of sunscreen were technically incorrect, as the active ingredient is really stable. I just wanted to see if that was true. And yes, there is a method by which you can dissolve sunscreen - that's the one I was talking about.

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