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SC2Player last won the day on March 17

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  1. I don't really like HM myself tbh - you need to be able to make it clear how exactly does it show localization of function, and using a case study is a bit iffy compared to experiments. Some central studies IMO: BloA: Maguire et al. (2000) - taxicab driver stuff, links to quite a few learning outcomes Martinez and Kesner (1991) - acetycholine, again multiple learning outcomes can also link to CloA in one learning outcome (biological factors on cognitive processing) CloA: Bartlett (1932) - may be a good idea to check with your teacher to see if this is actually that good a study. It links with quite a few learning outcomes, but the lack of rigour makes it somewhat iffy. Glanzer and Cunitz (1966) - MSM + main principles of CloA, also a good experiment SCLoA: Berry (1967) - links to multiple learning outcomes, really the only 'central' study that does this, others mostly revolve around just one
  2. Difficulty is subjective - some people may find the questions harder than others, depending on mathematical ability. If you've been doing well in math up until now there isn't much to stress about. What you do need to get used to is exam questions set underneath stricter time conditions - you have to do quite a lot of problems, both fast and accurately, and this is one thing that often trips people up.
  3. I'm assuming you're talking about language B paper 2, and so I'm going to go by what my Chinese teacher says (seeing that I'm taking Chinese B SL). Apparently it's ok for us to go over the word limit by a pretty large amount, even up to about 200 words over (word limit is supposed to be 360-480, but teacher says that we can go up to 600 or even 700 if we feel the need to). However, if you feel that you don't need to go beyond the limit, and can state what you want to convey in fewer words, then don't force yourself to add more. In fact, this is probably better - it'll make your piece more concise, and you won't have superfluous words, so examiners should be able to really get what you're trying to say.
  4. I'm not too sure as to the exact number of chapters covered, and it does depend on the textbook and teaching style. Just aim to get at least half done in the first year, and you should be OK.
  5. As I, and quite a few other people, often say in response to the difficulty of a given subject, difficulty is ultimately quite subjective. Some people find HL math quite difficult indeed, while others find it quite easy. If you've done a fair bit of math before, then you're probably set for HL, especially if you've already done a bit of calculus/complex numbers/advanced trig. In HL math, you have a set of final exams, which determines 80% of your marks, and what is known as an IA, which determines 20%. The final exams cover the entire syllabus, which consists of the core + 1 option. The core is the main part of the course. The options form a supplementary (but still compulsory) part. You can currently choose from: Calculus, Discrete Mathematics, Statistics and Probability, and Sets, Relations and Groups. The IA is effectively an exploration undertaken by you, where you choose a topic of your own related to maths and explore it. Take a look at the official math HL syllabus (Google it) and see what you know. Don't fret if you don't know much though - this is what you'll be learning in two years, not what you're supposed to already know. if you already know just a couple of things, that puts you in good stead already.
  6. I'd just also like to add that math HL revolves more around your ability in math compared to the amount that you've memorized, so doing past papers and/or extra problems will also provide opportunity to practice your math skills, and hence improve your overall mathematical ability. It'll also help with getting into the 'mood' of doing math. Don't worry about memorizing every last theorem or the methods of applying them - it's pretty much impossible to cover every last possibility, so you should also be prepared for a few odd-looking questions.
  7. After re-checking the markschemes for past papers involving IB HL Maths (which say the same thing), I have to say I was wrong before. My interpretation is that rounding errors aren't going to be penalized as long as it's not wildly inaccurate. With that said, however, my interpretation may be wrong, and I don't know how applicable is this towards Maths SL. My maths teacher also emphasizes the importance of rounding to 3 significant figures. It might be best to just give exact answers whenever possible, as this avoids the issue of rounding, and only give rounded answers whenever it's basically impossible to give an exact answer (e.g. finding probabilities involving normal distributions).
  8. From what my textbooks tell me, significant figures are (somewhat) important in IB exams. They gave me some rules for significant figures. I haven't checked the actual markschemes though - they'd probably give the most definitive answer on the use of significant figures in IB exams. If what my teachers tell me are right, though, messing up significant figures will result in you losing a maximum of exactly 1 mark (apparently making 1 error and 100 errors with significant figures are more or less the same now), so I'd advise you brush up on everything else first.
  9. Do the real-life situations need to actually be part of reality? I'm thinking about using counterintuitive concepts such as the Monty Hall problem or the Banach-Tarski paradox. Would these be OK as real-life situations, or are they too abstract?
  10. Have you checked to see if there are any issues with random and/or systematic errors? If the error bars are too large, the results may be inconclusive. If this isn't the case, try delving further into theory, and see if your hypothesis is contradicted by theory. Maybe there's a factor you didn't consider that popped up in this experiment. Only redo the experiment if you have time - you aren't assessed on whether or not your data is good, just your analysis and discussion of it.
  11. I'm really confused as to what exactly should be the purpose, or aim, of my chemistry extended essay, and how to structure it. My supervisor says that it should be something that's "almost new", i.e. something that hasn't really been done before by a lot of people (or something like that), which makes sense to me, as the EE guide does say something similar. He also says that it should focus on the learning process, and that it shouldn't really be structured like an IA, with the aim, hypothesis, data analysis and whatnot, and instead be structured like a sort of mini-paper. However, the exemplar EE I have is structured quite similarly to an IA, with a lot of graphs, data analysis, and discussion. It's the first time that anybody at my school has done a science EE, and the last time someone tried an EE in a new subject (math) it didn't really go that well, so I'm kind of worried. Can anyone just give me some advice on how exactly to structure my EE? Is it really that different from an IA, or should I structure it similarly? Should I be attempting to come to a significant conclusion, in that I shouldn't just blame everything on bad equipment and say that results are inconclusive? Also, I did do quite a bit of testing before conducting my actual experiment, and I'm wondering if I should mention this.
  12. You could build simple helicopters out of paper and time how long it takes to drop them, while varying a specific variable.
  13. Unfortunately, I doubt it. It takes time to recognize them properly and understand the various reaction pathways from one functional group to another, but once you get there, things will become easier.
  14. Basically what @IB`ez said, although I do think it's possible to obtain sufficient data for such a topic. With that said, I'd say that it'd be unethical to conduct an actual experiment based off your topic, in the sense of having people read/use a computer for an extended period of time to see if . The official IB EE Guide states that "investigations that are likely to have a harmful effect on health... are also not appropriate", and there is the possibility of inducing myopia in students, which is definitely harmful towards health. However, what you can do is collect data based off a survey of students, both those who frequently read/use a computer, and those who don't. Just spam the link everywhere using a variety of platforms, and you're bound to get some data. I'd just like to mention that you might like to take those who wear contact lenses into account. For example, my own vision isn't really all that great, and I do a fair bit of reading and use my computer quite frequently, but it's possible that my vision would be much worse if I didn't start using contacts.
  15. Well, everyone in our class just used the exact consent form that our teacher gave us, with 2 or 3 sentences modified to fit our experiment, and nobody has ever been accused of plagiarism due to this AFAIK, so I'd imagine that it's not much of an issue.