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    May 2018
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  1. Sorry, I didn't completely understand the 3rd paragraph, but did you mean that the IB likes us to use it without proving or that the IB likes you to prove it (sorry if that was obvious). The only reason I'm slightly reluctant to take the idea using Dijkstra's algorithm is because I'm sure it is overused and it just doesn't seem as authentic. So I rethought my initial idea and sort of altered it. Considering he seems okay with the use of Euclidean and non-euclidean geometry, I assume I can also apply that to map-making just the same (because I want to keep it on that topic). So what I've come up with is this: Basically, I'm going to change my aim/idea so that it'd be something like "determining whether using a geographic coordinate system (i.e. lat long data) is more accurate than using map projections (i.e. measuring distance on google maps)". I did more research and found a website that demonstrated the formula used when finding the distance using lat/long data and there are also various websites that measure the distance on google maps (it uses the web mercator projection) so that's where I'll get my data from. But then I just realized...how is it 'maths' if I'm just stating distances found on the internet (at least the google maps one, whats the math)?? The conclusion will obviously be that the lat/long data is more accurate because it actually takes into account the curvature of Earth... However, is it a problem that I've come up with an obvious conclusion? So is there a need to mathematically prove that lat long data is more accurate than map projections? In other words, do Math IAs expect us to use math to prove our answer to the RQ or just to aid in answering the RQ (if that makes sense)? So what are your thoughts on this alternative idea? Btw, thanks for all the advice you've given, much appreciated! Oh yeah, and here's the formula I mentioned...take a look if you want: http://www.movable-type.co.uk/scripts/latlong.html and here https://www.math.ksu.edu/~dbski/writings/haversine.pdf -> its the 'haversine' formula... I assume that is what you meant by 'the great circle'. Do you think that that's too much for the SL course? Gosh, right now, the only math that is somewhat included in the SL course is measuring distances! (Sorry again for this long post that has way too many questions)
  2. Thank you very much for the reply but I just received some pretty devastating news (considering I spent so much time researching this topic). Basically I emailed my teacher with a 'planning form' where I discussed my aims/the maths I will use etc... (essentially what I wrote in my first post). I also mentioned that I'd consider the fact that there are many different map projections each which use different methods and each for different purposes (e.g. the mercator projection and american polyconic...) . He replied to my email saying " My first instinct is that this seems like a pretty complicated plan. It is superficially easy to explain that a sphere can't be mapped onto a 2D surface but it is mathematically very tricky. You would need maths far above the level of the SL course for which you get no credit at all and you just run the risk of being penalised if you get any of it wrong or explain it insufficiently." Then he suggested that I should rethink my topic but if I truly wanted to stay with something related to 'travel' that I should do something that involves something like using "Dijkstra's algorithm to plan a route along major roads compared with flying directly (using Euclidean geometry first then using non-Euclidean if I were to take into account Earth's curvature". Hmph, definitely wasn't something I was pleased to hear. What is your opinion on the underlined sections of his email? (sorry for being so long-winded, I'm just quite stressed and disappointed) edit: Also, although it may be too much to have to explain the whole "a sphere can't be mapped onto a 2D surface", is it still a possibility to use Euclidean/non-euclidean geometry in terms of map-making? Or is that also too difficult and above the level of the SL course?
  3. Is the topic of Euclidean/non-euclidean geometry and the Riemann Sphere too hard of a topic for a Maths SL IA? I was thinking of exploring that in relation to map-making, specifically, finding out how much accuracy/info is lost when map-making (i.e. turning something 3D into 2D). I also want to know if the topic is viable and capable of getting good marks. I was thinking that I could gather satellite data and compare them with various maps (some claim to be 'perfect' or 'near perfect') where I can physically measure the distances.
  4. I dug around a bit more on the internet and found this: https://www.saddleback.edu/faculty/cabel/Saddleback/Chem_1B_Schedule_files/Exp23-complex-ion.pdf It looks like I can use the data to find the formula but I will need to first calculate the mole ratio then plot it against absorbance then extrapolate it... Is that what you were talking about? Also, I don't understand that last sentence of yours, how am I going to use the MS Excel Solver? So sorry for all these questions - I just can't get in touch with my teacher. Thank you. Edit: When calculating the mole ratio, would I also include the values of (NH4)2SO4 as well as NH3 and the metal ion? Or should the calculation just involve the ligand and the metal?
  5. Thanks for the information. One more thing though, perhaps is it possible to use the colorimeter data to work out the formula of the complex ion and then somehow tailor a new RQ to that? At different points on the graph, does the complex ion have a different formula which I can then use to determine the ratio of water to NH3? FYI, in my experiment, I added different volumes of NH3 to 5 different transition metal sulfates.
  6. My research question is "How does the size of the transition metal central ion affect the stability (or formation?) of a complex ion?" How can I figure out the stability of a complex ion by using colorimeter readings? Or just in general, what kind of information can I get out of colorimeter readings? I took 8 trials of 5 different metals using the ligand NH3 every time and I got a bunch of graphs out of them (well just three because the last two read 0). I just don't know how to analyse these graphs. Thanks for any help.
  7. What resources should we be referencing and citing in the Science IAs? For example, is any seemingly legitimate website online okay to use and cite (e.g. https://www.papertrell.com/apps/preview/The-Handy-Biology-Answer-Book/handy answer book/How-many-enzymes-are-in-the-human-body/001137031/content/SC/52caff2582fad14abfa5c2e0_default.html) or must they be from websites such as https://www.britannica.com/science/enzyme ? This may seem like a stupid question...
  8. Hey, so it's summer and I'm starting my EE now (or at least the planning of it). I will be comparing two books: "A Clockwork Orange" by Anthony Burgess and "East of Eden" by John Steinbeck. The idea, at the moment, is that my topic (i.e. area of focus) is the subject of free will and more specifically, free will in relation to evil. If you've read these books, I'd love to hear your opinion on this idea and whether or not it seems viable. Even if you haven't read them, I'd greatly appreciate any advice whatsoever on where to start, how to plan etc... Also, my rough research question is something along the lines of "Is evil justified through the representation of free will in the books 'A Clockwork Orange' and 'East of Eden'?" or perhaps "Are acts of evil justified through the representation of free will in the books 'A Clockwork Orange' and 'East of Eden'?". I don't know...I still feel something is missing or not quite right. So yeah, any help is appreciated. Thanks! P.S. - my supervisor did mention that I need a solid understanding of the term/concept of free will, hence I have also set aside reading and further research upon understanding it. Also, my housemistress (in my boarding house) is a Philosophy teacher, so hopefully, this should be no issue... And yes, I don't take Philosophy right now, but I intend to study PPE at uni.
  9. Hello. I just wanted to clarify something. Is it okay to compare two books, one originally written in English, and one originally written in a different language (but translated into English)? And if so, am I correct to say that it would fall under category two? I am particularly worried that it may be an issue if I don't speak the language in which the translated book was written in. This is what the IB put as the Category 2 description: Category 2: Studies of a literary work(s) originally written in the language of the essay compared with literary work(s) originally written in another language - equal comparative analysis of both texts - cross-cultural understanding - well-structured and persuasive arguments Just to be more specific, the books that I'm interested in comparing are "East of Eden" by John Steinbeck and "Journey to the End of the Night" by Ferdinand Bardamu. If I were to pursue a category 2 essay, would I need to mention things specifically about the language it was originally written in? Here's another extract from the IB guide: "Category 2 essays should include a brief rationale for the pairing of the texts chosen, indicating what might be gained from the comparative study being undertaken. Students should avoid taking an approach where such texts are dealt with in two separate discussions." One of the main issues I'm having is finding a book with themes similar to East of Eden as I want it to be my "main book". I attempted to read Grapes of Wrath but I just felt there was not enough I could write about comparing the two. On that note, if anyone happens to know a book with similar themes, I'd love to check it out. Thanks. Some other books I'm thinking of reading/comparing: - Sometimes a Great Notion (C1) - The Unbearable Lightness of Being (C2) - The Brothers Karamazov (C2) -> a very deep and long book but addresses similar themes
  10. Is it okay to analyze a book for an English A1 EE that is actually a translation from a different language (to English)? In other words, it was originally written in a language other than English. For example, I was thinking of books such as The Count of Monte Cristo (French to English) or The Brothers Karamazov (Russian to English) or The Book of Disquiet (Portuguese to English).
  11. I understand where you're coming from, but I have my reasons for choosing to do it in English - one being the departments for all my HLs are awful and the chances of scoring an A in them are very unlikely (Chem, Bio and Econ). If I could, I would've then done it in History - which has a very good department in my school - and I also have a great interest in the subject, however, I haven't taken it as a subject before so the teachers have refused to allow me to do my EE on History. So actually, the suggestion to write my EE for English came from my EE coordinator himself - which I ended up taking as a last resort (I've been through a lot to come to this conclusion). Unfortunately, because I am not that passionate about reading (well comparatively), my knowledge of such is not that extensive, and so I was simply asking for a few suggestions. If you think otherwise, I have done some research for myself and come up with books such as "The picture of Dorian Gray", "The Handmaid's Tale" and I even thought of "1984", but like I said, I was looking for books that are less known but also interesting and worth writing about. I agree that I should be doing research for myself too (which I am), but a few simple suggestions really wouldn't do much harm, would it?
  12. So recently, I have finally decided upon my EE subject being English (A) - by the way, I'm in Lower sixth (1st year) - and I really need some help with coming up with some books to analyze/read. I've been hearing, especially around IB survival, that the top scorers tend to do the best with books that are less known and also more "mature?" or you could say classical, however, I only read very popular sort of young adult fiction books, so my knowledge of such books is very limited. For this reason, I would greatly appreciate if I could just have a few suggestions of books that would be very good for writing an EE on and I will hopefully be able to find them in my library! Thank you very much in advance.
  13. I am currently in my 1st year of IB and we have now started to think about what subjects - and even topics - we want to focus on. I do Chemistry and Biology HL (and Economics) but I've found that I do not have enough interest/passion to write an EE on one of these subjects (and quite frankly I don't like the idea of having to do an experiment, on top of the IA, either). So after much contemplation, I realized that I actually have a strong interest in History. This comes across as slightly strange as I've actually never taken History as a subject before (hence I have no 'proper' school education of the subject) but starting from around the start of this year (yes I know it's rather late) I have started reading around the subject, watching documentaries and keeping up with current affairs etc... and I feel like I actually do enjoy learning more about it. Anyway, that brings me to my main question: Is it a bad idea to write an EE on a subject I don't take (specifically given my circumstance)? And how much of a disadvantage would I be in If I do decide to do so? Also, I'd just like to point out that I've been getting really mixed opinions on this. Someone actually told me that if I don't take History as a subject then I definitely SHOULD NOT write about it in my EE. But I have trouble understanding why because if my research question/topic is not being learned/taught in a History class (as in the IB/GCSE syllabus), then what disadvantage does that put me in speaking in terms of writing an EE? If I do the relevant and sufficient reading and research on the topic, am I not capable of getting a good grade regardless of the fact that I haven't done/don't take History? Sorry for all these questions, I just really need to know now which subject I'm doing it in so I can get a headstart and start reading around the subject. My last resort, by the way, is either chemistry and biology but I want to clear this whole History dilemma thing first. Thanks- A very stressed out fellow IB student
  14. Well, I am currently in the first year of IB and our teacher has set us a prep to prepare a presentation regarding one of the "Arts" and I chose photography. The "methodology" (of photography I suppose) is just one of the topics I must cover in the presentation. The problem is I don't completely understand the concept itself or how to apply it to photography. Sorry about the ambiguity. And just to elaborate further, we also have to talk about how our chosen Art contributes to personal knowledge and shared knowledge. So far, I have only managed to introduce my topic and discuss the subjectivity of "Art" itself (so is photography Art...is it not etc..) - and my next step is to talk about the methodology. Hope that clarifies things.
  15. Hey guys, I have an issue here. Basically, I'm still bloody confused as to what "methodology" is and I'm supposed to talk about it regarding Photography. Please help meh.
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