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kw0573

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kw0573 last won the day on May 24

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About kw0573

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    Ka × Kb

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    Male
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    May 2015
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    Canada

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  1. Do you mean how many college credits are needed to graduate college? To get accepted into college? I do not understand exactly what you are asking. Generally you should probably take Physics HL if you are going into aerospace.
  2. If you look at binomial theorems and sequences questions from HL you might get some inspiration. Pascal's triangle relates to probability in both combinatorics and binomial distribution. The binomial distribution also relates to poisson (see HL) and normal distributions. Math HL Topic 9 (Calculus) has more interesting series. Mathologer on youtube, among others, give nice presentations on even more advanced series. I think if you just search for "math ia" or "math exploration" on the top right of this forum, and search under "All Content" and you may get some of previous discussions on this. You are doing great so far by playing to your strengths. Really like all other IAs, start early, look at the IB markband, and revise a lot.
  3. Do you want to use differential equations (theoretical approach) or modelling (empirical/experimental approach)?
  4. KQ is too broad. As a result your RLS might not sufficiently explore all the intricacies of the KQ. For example a lot of richness in the topic stems from what is "wrong", and a quick definition will avoid many discussions. As such, your presentation appears to contain a few logical leaps or sweeping generalizations (eg "history is written by the victors"). So it's better to rephrase the KQ to better characterize a specific direction your want it in. I get this vibe that by using the 2016 US election as your RLS, in a discussion of "wrong" in "conclusion-making", the decisions that some voters made were wrong. I find this really hard to discuss without imposing personal bias and judgement, and it undermines the validity and strength of your arguments. In fact, much of your claims/counterclaims are nice standalone arguments, but the flow breaks down as you try to discuss such a broad KQ. From purpose, knowledge, and conclusion you started to talk about objectivity of truth; then from objectivity you went on to discuss ethics. I feel that there are much better RLS for (a more specific version of) your RQ. The route you took needs better justification. If this is your actual ToK presentation to be used in the IB grade, I strongly suggest that you improve the connections between arguments and if necessary substitute for better RLS or examples. The last thing you want is for your teacher to not follow your good points.
  5. You should start by looking for justifications that you can find in a textbook or come up on your own to justify this topic / provide theory. I believe pKa is typically calculated using Henderson-Hasselbalch equation at the half-equivalent point. You should look for similar labs for ideas for materials. Because of the equipment, calculating enthalpy in a high school lab typically leads to large uncertainties or systematic errors so keep that in mind.
  6. Not much more in the short term. In the long run you should build efficiency, such as get time for each 1 mark for straighforward questions down to 30s-50s. Also look to quickly identify what theorems or concepts the question is trying to test. That is, over the next year or so you should look to develop skills and strategies to tackle unfamiliar problems and do so quickly on the test.
  7. Best to ask graduates if your school's tests are easier than final exams. Hopefully not by much so you can be well prepared. On the actual Math exam, very hard logarithmic questions are rare. IB likes to combine different topics into one question. So maybe you'll see a logarithms and series in the same question. Eventually if you do no get enough IB questions for homework you may want to purchase a Questionbank (newest is v4), which is a collection of few past papers, with a group of friends. For example you may be asked to solve the system logx+1 y = 2, logy+1 x = 1/4. There is both logarithms and systems of equations.
  8. glad it works out for you
  9. You should read the 2017 CAS guide. It explains that CAS "hours" are no longer a thing. (It wasn't a thing for a few years already). Any project or experience associated with "Creativity" is usually in design and/or self-expression. For example, you cannot be simply playing the game. You can however make really organized and coherent editing that use your D&D gameplay to tell a story, make a point, or expression yourselves. You might have seen YouTubers using Minecraft using the games as platforms to do storytelling, which is perfectly acceptable for Creativity. Look at the 7 learning outcomes. Collectively your CAS experiences and project should meet all of them
  10. IB asks for your compliance to internal deadlines, and that it is unacceptable to have an incomplete because of vacation. This is stated in the Handbook of Procedures, which I assume not many students know about since it's on the OCC and not on ibo.org. It is somewhat common that schools schedule common IA days or group 4 days, and that may sometimes be when you have schools off. I guess your school is being slightly unreasonable, but it is within their power to establish such common days for IA. I would suggest that you switch flights and return 2 days prior over the weekend. Things to learn from this 1) Always keep a master schedule, especially one that include all official school holidays and all deadlines required by each course. Hence when you are reading the syllabus or course outline and you see a discrepancy, you can point it out to the teacher immediately. It was partially your responsibility to raise the concern of having IAs on school holidays (or no school days) when you read the syllabus 2) IB will not step in on your behalf to negotiate with the school. You have to keep in mind that while schools report to IB, schools can set additional rules and student should comply with.
  11. Are you referring to this post? Anyways there was some discussion by many different people.
  12. The KQ should discuss more ToK content, like WoKs, AoKs, that kinda stuff. Usually some typical KQ would be how does [WoK] mediates [AoK]. Also ToK is just not any argument-writing class. The arguments must relate to knowledge, and so you must demonstrate how government invigilation is related to knowledge. Also please post earlier if you want better and more timely help.
  13. I think you are making progress in the right direction. I like how you have a central WoK and supporting ones. The KQ (and the previous wording of it) is definitely on the right track. In the case of Trotsky, it's also interesting to analyze people's response and how, if at all, the idea that Trotsky had been a traitor was internalized to personal knowledge. How do we know that people accepted such knowledge? Perhaps going bit side track but on your time you should be open to exploring alternative perspectives and directions of the essay. More so than Group 1 essays, ToK essays and presentations often have significant change in directions based on stronger examples that one thinks of. Therefore, rather than forming an outline and try to turn it into an essay/presentation, keep generating aspects and examples you would like to explore, and in the final draft only include the strongest examples and counterexamples (supporting and rejecting your claims). Also for Indigenous knowledge, sure include it and later you can decide if it's a strong enough example/counterexample that you should include.
  14. @suwen.lee_You need to effectively show why lies construct knowledge. I don't think as this point it how you have justified why/how manipulation is a form of knowledge construction. Until you personally can provide a reason, There should be significant changes to the scope you want to explore. EDIT: the KQ is fine. But I think there may be other examples you can bring in. Knowledge is often "true justified belief" so it's risky to do a presentation on "false justified belief".
  15. Think more in ToK terms. Remember that while your examples are good, you should always connect your examples to knowledge questions, ways of knowing, and areas of knowledge. I like where your 4th question is going with personal knowledge and shared knowledge, but it may be tricky to find good examples in history. Avoid confusions between truth/facts and knowledge.. An example of fact is Napoleon lost most of his army in the war of 1812. Knowledge would be that it is a bad idea to have the army spread out over long distance in enemy terrain. Knowledge should be applicable and generalizable for different scenarios (RLS's). A relevant knowledge question in this case could be "How well can reason inform about erroneous decisions in history?" This KQ relates reason (a WoK) with History (an AoK). A good ToK presentation will have an overarching KQ and a few smaller ones to guide the argument. Your topic is challenging. Possibly an idea is to view "manipulation" as "construction" of knowledge. Then you can bring in a lot of WoKs. Your presentation should talk more about knowledge (especially knowledge based on facts) than facts. Most ToK presentations do not have to clarify that the construction of knowledge is based on various forms of truth, but you are in part dealing with knowledge based on falsehoods. Definitely be very careful and strategic in your arguments to bring in as much ToK theories and topics as you can.