HKamal

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About HKamal

  1. Hello everyone, I am doing my ee in physics. I'll get straight into it without wasting anyone's time. So basically in my results after conducting the experiment I have two values for the electron to mass ratio of an electron (e/m ratio). The independent variable was changed in the experiment and it was conducted in two parts therefore leading to two values, one for each part. The values are: 1.96*1011 ±8.63*1010 2.01*1011 ±1.09*1011 Finding the values required using the gradient of the graph results. Therefore to get the errors the uncertainty on the graphs were calculated using the range (largest gradient - smallest gradient) and some propagation of errors was used as well. That was all good. Now, the uncertainty as you can see is very large about 50% for each value. There are reasons for that but that is also ok. First question: To get the discrepancy, I first need an average of the two values. To get the uncertainty on the average I just took the average of the uncertainties (add both and divide by two). Is this correct? Second question: Now that I got the average value I calculated the discrepancy to be 13%. My teacher said that I should check to see if this lies within the %error on my results and if it does then my experiment is accurate. But the problem is I got the %error on the averaged results to be 50%. Does this mean that my results are accurate and not precise? How can it be accurate if the %error is so large, the discrepancy is bound to fall into the range of the error. Hope someone can answer these confusions. I have my ee due in less than two weeks. Sorry for the long post.
  2. Thank you for your thorough reply, I will have a discussion with my supervisor as soon as I can and discuss this. What exactly do you mean by variants to the Milikan experiment? Also how do you formulate a research question if there is no apparent relationship? p.s. I don't suppose you have example EEs from 2015 onwards. All the ones I find online are very old.
  3. Hey all, So I am doing my extended essay in Physics. I completed the experiment in my first year of IB and wrote about the method and theory as well. I have a few days left of vacations and I decided to continue working on it. Originally my experiment was about finding the mass of an electron. This consists of 1. finding the e/m ratio (charge to mass ratio) of an electron. This I have done and I have all the collected data. Basically there is an electron gun between two magnetic coils, centripetal force acts and the beam moves in a circle. 2. Milikan experiment to find the charge of an electron. This I left out as my supervisor advised that it would be too lengthy and its hard to get accurate results. The problem is my approach to the ee doesn't have an explicit "research" element. In the ee guide research questions are about how one thing affects another or the relationship between a dependent variable and an independent variable. Like how does the temperature of a medium affect the speed of sound, or how does the viscosity of a medium affect terminal velocity. In my case the only variable I have is the radius of the electron beam formed. So the only RQ I can come up with is : How does the magnitude of the magnetic field and accelerating voltage affect the path of an electron moving through a magnetic field? However I fear this is too trivial (the stronger the field the smaller the radius) and it does not incorporate the e/m thing and the mass of an electron. My supervisor said that as long as there is a relationship between two variables it should not be a problem. I will discuss this again with my supervisor when school starts but as for now I want to know someone else's opinion. Any ideas? Thanks in advance.
  4. Hey all! So I have to hand in a draft of my written assignment for English A SL in the coming week. Our teacher can only give us feedback this once and there after we are on our own. I understand that it counts for 25% of the grade which is a lot so I don't want to compromise on this. I was looking at the assessment criteria and it is as follows: A: Reflective statement (3 marks)B: Knowledge and understanding (6 marks)C: Appreciation of writer's choices (6 marks)D : Organization and development (5 marks)E: Language (5 marks) I don't really get C: Appreciation of writer's choices. How do I show this in my essay. In the body I have basically three main paragraphs that prove the thesis statement. It is about a play so most of the content is just evidence through dialogue and behavior of the main character. How do I incorporate say the significance of this and this metaphor if it does not lead to achieving the goal of proving my thesis? And what if the play doesn't have that much in terms of writer's choices? What exactly is writer's choices? Also can someone outline what to write in the conclusion? I read somewhere here that you sum up your main points explain the significance of the final product and also come up with something new. Also if anyone has any tips generally with the WA or just essays in English it would be a great help to list them here, I haven't had much practise in school for essays and I don't feel very confident considering it is to be externally assessed. Thanks! Haseeb
  5. One more thing, How exactly do you use the AOKs in the presentation. Do you give a perspective from the different AOKs or what? So in this case, if I use Religion and the Natural Sciences to give perspectives into how faith is justified with religion and defied by the natural sciences.
  6. Ok man thanks a lot!
  7. Thanks a lot! I will take your advice. One more thing, I am actually in a group of three. Do you think this would be enough content/broad enough for a presentation by three people? Regards, Haseeb
  8. Hey all, I was hoping someone could enlighten me regarding the correct way of structuring a ToK presentation. So my real life situation is a theft where the victim blames the misfortune on black magic (superstition) My KQ is: How reliable are faith(superstition) and emotion as sources of knowledge/ways of knowing. I was wondering if this is too generic? Also I am in a group of three so I guessed it would be good to have a broad perspective. Basically it goes like this: Why is faith 'bad' (believing without evidence, dogmatism) Why is emotion 'bad' (obscures judgement, confirmation bias) Why is reason better (scientific evidence, logical) Counter arguments: Why is faith 'good' Why is emotion 'good' Why is faith 'bad' Is this a correct approach ? Also I am thinking of including some videos and maybe interactive elements to keep the audience awake. Regards, Haseeb
  9. Hey all, So I have my IO this Monday. Individuals in our class work in pairs of two for the IO. We have read Medea by Euripides. My topic is as follows: Consider the ways in which Greek drama is constructed – how are dramatic conventions used and how do these differ from/are alike modern drama? Consider when, how, and where Greek drama was predominantly performed. In relation to this, consider Aristotle’s definition of a tragedy. Now I have found out a little about the structure. There is a prologue and then the chorus enters. Thereafter there is an alternation between episodes (interaction between actors) and choral odes (songs/chants). At first I thought that Shakespearean drama is considered to be modern drama but its actually plays written in the 19th 20th centuries. I also noticed that Greek drama follows freyard's pyramid. I don't really get what dramatic conventions mean though. I have tried googling but its not clear. Could someone please shed some light on this? Also if someone has some general advice for the reflective statement and the IO it would help greatly. Thanks!
  10. Thanks guys this is exactly the kind of response I needed!
  11. I guess I could write once a week, but it would have to be checked by my teacher. I'll see if I can make an arrangement with her. What else would you propose apart from writing?
  12. Hey all, I just got my IOP grade for English A SL. I got 22/30 a grade 6. I was told that the grade does not matter at this point, only the points since they are added to the IOC points next year to get a grade. I also understand that the IOP is 15% of the grade and the IOP together with the IOC is 30% (right?). Anyway I knew it would be hard to hit a 7 but I am not really satisfied with what I got, I was expecting more. Is a 7 still within reach for my final grade? Need some motivation, I feel like this is a bad grade. I haven't had literature before the IB and it took me up until now to get a feel for what a thesis means and some of the literary devices. I am a science student but don't want my IB score to fall because of one subject. What would be a good approach to ensure a high final grade in English. I mean in Math and Physics I would generally just practise and solve exercises but I am not sure about English. p.s. I don't suppose it is possible to redo the IOP? Thanks!
  13. Ok, so if I was to say: "Symbolism, diction and characterization in the story highlight the reality of the inevitability of death" I would have to modify this and relate it to the overall theme/message of the text: "Symbolism, diction and characterization in the story urges man to remember that death may come in any shape or form but its coming is destined;there is no escape from it." Something like this? Thank you for your help!
  14. Yes, I think I get it What do you think of this thesis: "Symbolism, style of writing and the narrator’s thought process highlight his devastated psychological state which helps make the readers sympathize with him." Here the literary devices are used to affirm his poor mental state (insanity) and this makes us feel sorry for him. Thank you for your input its really helpful!
  15. Thank you a lot! This really cleared up things for me! So the way I understand it: you have to analyse literary devices , realize their effect on the reader or the passage and use that to prove a thesis. It is not enough to say that x,y,z literary devices exist and show this or that, their significance in the passage must be used to say something greater about the text/prove the thesis.