IB`NOT`ez

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About IB`NOT`ez

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    May 2017
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    Indonesia

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  1. Hmm, that's a rather subjective method of marking. Not exactly a guide on how to make the IOP "interesting" per se to teenagers, but this article written by a veteran English Lit student from Australia gives good advice on how to improve the quality of your presentation's content,and how you as the presenter can be more engaging -- all which would in turn engage your audience better. http://www.studbuds.org/2017/01/14/how-to-succeed-in-the-foaiop/
  2. I think it's a valid text type for a Written Task 1 given the options being near limitless, and I remember a classmate of mine having done one during the course. Do remember however, to justify your choice in choosing an eulogy, and never forget to include specific stylistic features unique to an eulogy.
  3. If your VIva Voce was not submitted, I'm sure the IB will contact your DP coordinator or EE supervisor to make sure the issue is resolved - I doubt you'll be blamed/penalized for it. The Viva Voce I'd say is most crucial to Criterion K Holistic Judgment, worth 4 marks. Usually if the supervisor notes a lot of personal engagement, great level of thinking, creativity etc. the examiner is more likely to award higher marks. That said, it is possible to assess the whole EE on its own with minimal comments from your supervisor, though in most cases the comments are there to help.
  4. Get Pearson for Chemistry & Biology, and the Oxford Companion Course book for Economics. They're easily the best books for said subjects (source: me - took all 3 at HL with decent predicted results). I never really understood the hype for Oxford books for Chemistry & Biology - they're pretty tedious and wordy (more so than other textbooks) and after trying them near my final exams, were of little help - the new syllabus exam format for the sciences has seen to that.
  5. Pretty much this. Very important to balance social life and workload - though I still went out with friends and family a lot during the DP, I only went partying after exams lel. I would also like to add that unless you're from a world-class IB school with heaps of experience churning out students with 45 points e.g. http://www.acsindep.moe.edu.sg/news_announcement/news/2016-2/acs-independents-2015-ib-exam-results/ that maximizes competent teacher guidance and an uber (probably unhealthy) competitive environment with your peers, it's going to come down to factors that are much more difficult to control. TOK/EE and IAs are the most subjective assessment components to the IB and most teacher-dependent. You can produce an extraordinary piece of work but if your teacher for whatever reason doesn't give you the high mark you deserve, and your IA does not make it into the moderation sample, you're simply not going to get a good mark overall for that component (doesn't happen a lot, admittedly). Similarly there tends to be larger discrepancies between predicted TOK & EE marks with their final ones as again, subjectivity - experienced teachers/supervisors are invaluable in this, but they're not that common either and you'll have to resort to putting in obscene amounts of effort into making your work as close to an "A" as possible - not really worth it in the long run. From a personal perspective and that of my peers, getting a "B" and a "C" for 2 points isn't too difficult and only requires you to put in an "adequate" amount of effort, but gunning for 2x "A"s requires ridiculous amounts of effort that doesn't bring a lot of output - refer to the Law of Diminishing Marginal Returns. Furthermore, 42/45 of your marks boil down to how well you perform on exam day. I drank too much right before my Chemistry exam and kept thinking about going to the bathroom, as well as having received some bad news a couple days beforehand didn't exactly up my confidence - these things were definitely unexpected but still affected my performance. If you're already consistently getting 6s and 7s in all your subjects and getting 42-43 overall, you have a shot at a 45 as almost any. Unless your performance in all your subjects are wayyy up the 7 boundary and you're just that ludicrously good that having a bad exam still puts you at a low 7, what will determine your 45 are really how lenient your examiners and moderators are, what kind of mood you were in during your exams, and the types of questions in terms of topics/difficulty presented in the exams.
  6. @alessandromasettipl is on point. I wouldn't worry too much about how "math-related"your subjects are as it's an unsolvable issue: IB Physics is notorious for its lack of calculus and more mathematical aspects otherwise present in AP Physics and I think A-Level Physics, whilst Economics SL has no maths whatsoever, but even at HL the only maths involved is extremely rudimentary algebra. Generally speaking, most universities that commonly accept IB students will understand the lack of mathematics applications in IB subjects and so you shouldn't worry about your chances decreasing should you not be taking them.
  7. Basically what @shellziess said. My class started Chemistry experiments nearing the end of IB1 but no one actually finished until sometime in early IB2. Provide your teacher (and/or DPC) an explanation as to why you can't be attending, preferably with a supporting statement by your parents, and things should go smoothly.
  8. Yes, so long as your combined HLs add up to a 12, with no more than one HL less than a 3.
  9. https://www.isparis.edu/uploaded/Documents/M/IBDP_Handbook_Class_of_2018.pdf You don't need 2x As to get the 3 points as the document explicitly illustrates. Grade boundaries change year to year, usually about 22-23/30 is required for an A. Your total TOK score is [(Essay score x 2) + (Presentation score)]/30. Look up May 2015 and 2016 grade boundaries online to see how grade boundaries for TOK change.
  10. The criterion explicitly states for the Maths difficulty to be "commensurate" to your level. Taylor & Maclaurin series are far too high for Maths SL - I mean, we don't even have Integration by Parts in the syllabus. You'd be surprised at what can suffice for a 6/6 in the level of maths Criterion, and it has been advised in the past that in the interest of maximising marks, not to significantly go beyond what's actually in the syllabus. General Differentiation & Integration applied in a real-life situation, perhaps kinematics or rockets would be more appropriate for a Maths SL IA.
  11. Apologies that I won't be able to provide advice for all your questions, but perhaps some consolation: I dropped from Indonesian A to Indonesian B near the end of IB1, and you'll be glad to know that there is no real "work" in the first year for Language B subjects as the Written Assignment and Oral Assessments are meant to be done in the second year. The only things you'd have missed are perhaps school assessments and a longer exposure to the language via verbal discussions in class, activities, and practices. It will be challenging, but you also have the summer to reimmerse yourself in the language, plus if you haven't tried already, Language B Assessment Papers tend to be much easier than expected to almost anyone.
  12. SL students, not only HL, study the Option topic for Paper 3, although not to the same level of depth and breadth. So yes, SL students also do a Paper 3 on their Option topic, but with fewer questions (and time) overall compared to HL.
  13. My school's average was about 34 points 2 years ago, and only 32 points a year ago, but both years had consistent 6s in History HL. However I would agree that amongst all Group 3 subjects, it is very likely the hardest to most people. However it's still pretty hard to say. On the second page of the link (wouldn't be 100% certain of its validity), http://www.cem.org/attachments/CEM Connect International Issue 02.pdf it suggests that HL Maths is the hardest IB subject, which I would agree with, but lists History HL far down in the "Easy" difficulty - not what I would agree with. Like so many others have said, it would really boil down to the individual, though the data itself is interesting.
  14. Actually, I would recommend the English LangLit book by Brad Philpot (Cambridge Publications). It goes into just the perfect amount of detail about how Paper 1 work and what ways are great approaching them. Imo it's the best coursebook for English Langlit, and doesn't have overwhelming amounts of content.
  15. It's terrible that you're going through this. I wish I can say more, but even I was of little help when someone important to me lost her parent during the IB. You know you need to fight through this so I'll be blunt. You damn well need to. Don't put this past behind you - talk to someone, perhaps an aunt or uncle, or the parents of your mother, seeing as your counselor is inept and your immediate family is questionable, and get it out of your system. Just vent out all your frustrations and pain. Then get to planning. You have a summer to get yourself onto a good position for when DP2 starts, and is also a good time to deal with your grief. It shouldn't be something that you'll get over quickly - process your feelings and emotions for two weeks if need be. The pain won't go away after, but you know it yourself that you need to keep moving on forward. I can be of help with teaching Chemistry HL content if you wish. Again, it's most important to work through your feelings, but also with the understanding that you can't wallow in misery forever, evident by your original post. I empathize with your toxic social environment and if there's anything you'd like to talk about, or someone to talk to, I'm sure there are many in this forums community that will be happy to help. Edit: I realized how vague my advice sounded, about the planning. If you'd like, shoot me a PM and I'll give you a detailed rundown of what you to put yourself at a much more favorable position during the summer. Also seeing as you're taking 4 HLs, I'm going to suggest you drop one of them down. If they're directly related to career aspirations or university requirements, then clearly English HL is to be dropped - or you can instead drop the HL that you're doing least well in. Given your circumstances, your statement that your studies haven't been going well in the first place, as well as the poor quality of your teachers, there is no reason whatsoever for you to be saddling yourself with more than necessary workload.