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Enrico Giori

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    May 2016
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  1. The IB Visual Arts Guide, which you can find linked here: VISUAL ARTS 2016.pdf states the following when it comes to Assessment criteria C in the Comparative Study (Evaluation of cultural significance): To what extent does the work demonstrate informed understanding of the cultural significance of the selected artworks, objects and artifacts within the specific context in which they were created? In my CS, I focused on how the historical and cultural contexts at the time (i.e. what was happening at the time in which the piece was created) have influenced the significance and relevance of the piece of art I was discussing. For instance, whist discussing the body extension piece Finger Gloves by Rebecca Horn, which you can see below in an image, I wrote the following: Above: Rebecca Horn, Fingerhandschuhe (Finger Gloves) 1972 102 x 29 x14 cm Fabric, wood and metal Tate Modern Collection In this portion of my CS, which was awarded full marks (I achieved a level 7 with 100% overall in VA HL), I referred to the various social and cultural changes that were occurring in the 1960s-70s, but I always reconnected them back to the original piece, showing how these had an impact on the piece itself. I highlighted in red above the areas where I have done this. Notice also how I explored the social and cultural conventions of Feminist Art in the 1960s-70s (the sentence in teal green) and then illustrated how Horn interpreted these social and cultural trends, deviating from them when producing her works. I hope this helps you in terms of evaluating cultural significance in your three works! Also, one tip for the whole CS: Always use secondary sources such as essays, criticisms and other official documents to back up your claims on your works. NEVER rely solely on personal opinions alone!
  2. The IB Visual Arts assessment works as follows: Internal Assessment: Exhibition (marked out of 30 points maximum and externally moderated), worth 40% of your final grade External Assessment: Process Portfolio (marked out of 34 points maximum), worth 40% of your final grade Comparative Study (marked out of 42 points maximum at HL, marked out of 30 points maximum at SL), worth 20% of your final grade You can find the IB Visual Arts Guide for 2016 for your reference right here: https://www.tacomaschools.org/foss/IB Guides/IB-VisualArtsGuide2016.pdf You should be able to ask for a re-mark for any of the three components, but I would check with your IB Coordinator.
  3. I completely agree with this! I feel like many students took advantage of the situation which occurred with Physics in order to perhaps push their luck in the Biology examinations. Truth is that as you've said: and also: I think that admitting that the level of preparation of candidates may have not been the best is one thing, but saying that the paper contained non-covered syllabus material is, as you rightly said ridiculous.
  4. I am sorry to say this but the exam did deal with topics explicitly stated in the Biology 2016 guide (https://qasmt.eq.edu.au/Curriculum_Documents/Group4/2016-2017/Biology-IB-Guide.pdf) and there is absolutely no need to be signing petitions for the examination. The IBDP is a Pre-Univeristy course, and therefore the level of it is high. I find the complaints moved on some questions unnecessary and sometimes ridicule. The examination does not have to necessarily comprise all topics, and if the examination board chose certain topics for Papers 1 and 2 there may be a reason for it. I can accept the idea that the OCC specimen papers were effectively different from the physical May 2016 examination, but the papers weren't that bad after all. Just because the physics students have had a challenging exam this does not mean that all the sciences should be signing petitions. I understand that the course is new and some students and teachers may have been daunted by the new materials, but I can say that in my school few and minimal complaints related to the structure of the paper were made. No one complained about the topics within the paper.
  5. I totally agree with this, although learning Chinese for me was an extremely study-intensive process, and I wish the Paper 1 examination would have allowed myself and classmates to reflect our abilities better. I took iGCSE Mandarin (Foreign Language) and then went onto IB Chinese B SL. It was a big leap but it was worth it! I am sure that Chinese B will help us a lot in the future!
  6. I think it should be fine. The idioms may win you a few more points in the language criterion, but they surely are not essential! I know some such as 人山人海,应有尽有,幽默风趣,气温宜人,脚踏实地, 五颜六色,... but for example in my actual paper 2 I only used 应有尽有 and 人山人海. If you are interested in some 成语 for your own knowledge of Chinese I recommend this link, it is very well put together http://www.fluentu.com/chinese/blog/2013/12/26/chinese-idioms-chengyu/
  7. I feel like I usually do well in both papers, but I like Paper 2 better (my grades were always 21,22 and 23/25 in Paper 2). I do use 成语 and 关联词 in my Paper essays but I do feel like sometimes they are not used perfectly. I agree though, an exam like November 2015 would have been a nightmare, although the 科学与技术 question was pretty easy and doable.
  8. I wrote 483字 in Paper 2, which is two full sides and a half of the Chinese B two page answer sheet. I don't know what the tolerance level for characters is, but as long as it wasn't dramatically longer they won't mind I guess!
  9. I see we both made an exam discussion thread for this paper! anyways although I found it hard to interpret some questions, I chose question 5 (科学与技术)and I mainly focused on 网络和电脑的利与弊 as that was the main content we had studied in class. The paper was easier than November 2015 but much harder than those in other May and November examination sessions. For example, May 2014 科学与技术 was literally "因为手机的普遍使用,让许多人能方便地用发短信的方式来进行沟通。你对人们经常用手机发短信的影响有一些想法。写一篇日记,记录你对这个现象的意见。" I wish I had that question this year! Overall though, I think I may have repaired some of the damage from Paper 1 with paper 2
  10. I answered gils for fish and in between birds and mammals I wrote limbs, as some fish have been discovered to also have lungs! I just wanted to be safe but lungs will work for sure I think!
  11. The table on Page 1 and the last true or false questions were the worst for my classmates and I. We did all past papers available and were a bit confused by this exam. As I said, I was constantly achieving 40s, 41s and 42s in Paper 1 exam practices, and so I am able to do the papers, but this exam threw me off. I have a 6 predicted for Chinese B SL, and my Orals (IOA and IntOA) went really well, and I feel like my written assignment was also very good (I talked about 毒品的弊 in the form of a diary entry). Paper 2 was much better than Paper 1.
  12. Overall I think both papers were good, although the ratio of understanding to application and skills content was rather different from the OCC specimen papers, with the specimens being a lot more applications and skills based than the real paper. I found paper 1 to contain some very obvious questions, such as the one defining veins and arteries, the homologous/analogous structures one and the Krebs cycle, whilst others were a bit more misleading. Paper 2 was also a challenging but overall good paper, again with a small unbalance between the ratio of understanding to application and skills content. The Section B questions in my opinion were restricted to few topics, but were definitely doable. The data based question about diabetes was definitely one of the best data based questions, whilst the cladogram one was just a bit wired in terms of how it was set out.
  13. I found paper 3 ok as an examination, although at times it deviated from the initially set specimen papers present on the OCC that our teachers gave us. I believe that section A was ok, and that Option C was based around some of the most application-heavy sections of the syllabus. I have mainly head positive feedback on the paper, although some were upset with the aphid stylet questions in section A.
  14. My classmates and I found the Chinese B SL paper 1 extremely challenging, and especially rather different at times from the previously administered IB Chinese B SL Paper 1 examinations. Some of the questions, such as the table on the first page were rather unsettling, and I feel as if the IB has sort of forgotten that students who take these exams are acquiring a language and not fully proficient in it. I find that many students who are fluent in Chinese take these exams and therefore the IB may be trying to make the difficulty of the exams reasonable for them (not hating on Chinese students though, just stating facts!), but this may be also hindering the performance of other candidates (non mother tongue Chinese speakers) whom are attempting to acquire the language. I am saying this as a non-Chinese mother tongue speaker who has studied Chinese for 4 years, and who has constantly achieved 40s, 41s and 42s in practice IB Chinese B SL Paper 1 examinations. I feel like some students take their mother tongue as a language B at IB in order to achieve level 7s and easy points, but I think the IB should implement verification strategies in order to verify whether people are actually acquiring a language or not, because this is rather unfair on those who actually are.