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ABKor752 last won the day on February 27

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About ABKor752

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    May 2018
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  1. I'm not completely educated in chemistry, but if you haven't already turned it in, what if you keep the question as is and then add, "...and how does it impact the various factors of reaction rates?" Idk, something to add on that encompasses all that you wish to analyze.
  2. music

    This may not apply to TABs specifically, but my teacher said that if I could not find sheet music I could transcribe the audio into western notation for visuals. Of course, that takes effort, but I think it is reasonable. I'm not a professional IB Music student though, so don't quote me on that.
  3. I would think so. At my school, our supervisor wants to see you have some sort of goal, so your CAS project could be improving the amount of laps you run in 5 or 10 minutes, or how many situps you can do in a minute, etc. Something that shows progress and that you can reflect on. Of course, check with your CAS coordinator, but this sounds like a fine idea.
  4. Hello all! So, I have a slight issue with my Chemistry IA. My topic is on the enthalpy change of solutions of instant heating and cooling packs. The research question is "How do 5.000 grams of different chloride salts (magnesium, calcium, strontium, iron (III), zinc) affect the total enthalpy change of solution of an instant heating or cooling pack when dissolved in 50.0 mL of water?" Basically, that is the complicated way of saying that I dissolved salts in water and tracked the temperature of the solution over time. I completed my experiment and wrote a good chunk of my IA before first year of IB ended. The issue, however, is that my experiment went... wrong, in different ways. First, comparing my data with accepted values, I had like a 65% error in my data, making it really difficult to come to an accurate conclusion on. Furthermore, my supplies were slightly faulty as the temperature sensor shut off randomly during one trial and the automatic stirrer I was using "malfunctioned" in the middle of two trials. Additionally, I am pretty sure that I used sodium chloride instead of magnesium chloride for my experiment, because my measured value ended up being +3.5 kJ/mol when the accpeted value was -155 kJ/mol. Clearly, then, I cannot come up with a basic conclusion on faulty data like this. And given that a lot of my data is already inaccurate (with the 65% error mentioned earlier), I realized that I should change my material settings to help track more heat while the trials are running. And finally, and probably the most important issue, any conclusion that I make out of this will be very difficult. My goal is to see any trends in enthalpy change of solution when going down the periodic table (magnesium, calcium, strontium) and going across (calcium, iron (III), zinc). I have not been able to find much research on this, so it seems like any conclusion I come up with will be theoretical (i.e. the data may have resulted because of this one factor, but I'm not sure). Anyway, that is a lot of information. The final draft is not due at our school until November, so I am not stressing out about it too much. I just want to make sure I know what to do, and ultimately whether I should redo any part or all of my experiment. Thanks for your help!
  5. What's with all the IB Chem stories? ... well here's another IB Chem story So this one class we were doing a mini-lab with a group on percent yield. The reaction was the ignition of magnesium metal to make magnesium oxide. How we did this was we put it in a tiny white crucible which was placed above a Bunsen burner with a strip of magnesium in the crucible. You had to keep the lid of the crucible off so that the magnesium could react, and when you saw sparks you were supposed to immediately put it back on, wait for it to cool, then repeat until all the magnesium reacted. Yeah... a lot of things went wrong that class. 1st mistake: our group did not put the lid back on in time, leading to the magnesium reacting with a HUGE FLAME which led everyone in our group to run away and out of the lab like professionals until someone had the intelligence to put the lid back on (that intelligent person wasn't me though...) 2nd mistake: we had to douse the magnesium oxide in water to get rid of all the nitrogen from the air, and as we were doing it we smelled something funny and kept taking deeper breaths to figure out what it was, before realizing it was ammonia gas, leading us to all professionally run out of the lab once again. 3rd mistake: our teacher (who saw all of this) was rushing to prepare a demonstration for the next class in the lab and somehow accidentally lit a beaker of mysterious liquid on fire. She then proceeds to exclaim, "That's not supposed to happen!" as she pours out the liquid and LIGHTS THE SINK ON FIRE So all this happened within a good ten minutes and that remains to be my favorite chemistry class of all time.
  6. Speaking mainly for my own school, everyone stresses out about getting those 6's or 7's, but it is the teachers who try to calm us down by saying we only need a 4 or 5, and that is where we get our standards from. Personally, I am only striving for a 4 or a 5 just because I do not want to stress myself out that much. That might be true for other areas of the U.S. but obviously I am not speaking for everyone
  7. I think that the CAS vs volunteer hours crossover would depend on your school, so you would have to ask someone there. Also, from what I know, you cannot count anything for CAS until the first day of junior year. Also, CAS requires 150 hours total across the three categories creativity, action, and service. You should have around 50 in each category on average, but I know other schools have different ways of doing it. For example, at my school, you need a minimum of 40 hours in each category. That means you could do 40 hours of creativity 65 hours of action, and 45 hours of service, or something like that.
  8. Also, I don't think you need to put so much time into reflections. Just say what you need to say (what you did, what CAS elements or learning objectives were involved, hopes vs outcome, what you learned, etc) and get it done. As long as you reflect reasonably then you will do fine.
  9. I did not know that CAS ever counted for an extra 3 marks? Of course, I am taking my exams at the same time as you, so I am not a completely reliable source of past years' information. Is it possible you are thinking of the marks you get from your combined scores in EE and TOK? You need a total of 150 CAS hours in order to pass IB. However, every school does this differently. For example, at my school, you must have 150 CAS hours total but only need a minimum of 40 per category (that is to say, you could do 50 creativity, 40 action, and 60 service), you had to do at least two different activities per category, and you had to have three reflections per long-term project: one at the beginning, one in the middle, and one at the end. However, I know at least one school which does minimum 25 hours in each category, suggesting that schools may differ across the specifics in terms of requirements. Regardless, the absolute universal requirement is 150 total CAS hours with some form of reflection. Not sure if that helped, but maybe a more experienced IB student can answer your questions.
  10. These seem like perfectly fine ideas for a Math IA, provided that you expand them adequately in a 6-12 page essay. The first two ideas seem to be about abstract math, which I am a bit unfamiliar with in terms of how to write a Math IA. Regardless, the IA is all about EXPLORATION. The IB wants to see you take an idea, explore what is interesting about it, and show how engaged you are with the topic. I guess, for example, you could take Euler's Identity and possibly prove it (but that requires a bit of higher maths and information from the calculus option), but you do not have to prove it. Instead, you could take it and perhaps change some of the variables in the left-hand side of the equation ei(pi)+1 and see how that changes the outcome, make a table/graph of the results on the right-hand side of the change, and try to model it with a suitable graph. That is just an idea, but I hope you get the point. Take an idea, and find a way to engage with it through exploration. It should also be noted that a very common thing to do in Math IA's is modelling, where you try to find a best-fit model for some data, which is what I just showed in the last example. Not sure if that helped, but I still wish you luck as you write your IA!
  11. Thank you so much!
  12. Hello all! I am currently working on my Maths EE, and I would like some tips on how to create aesthetically pleasing graphs or figures. An example of a "bad figure" would be a screenshot of a graph plotted on desmos.com, but I am talking about those images that are seen in very formal math papers. My EE is geometry-based, so currently I am resorting to taking screenshots of the geometry I am creating on the program Geogebra. It definitely needs work, but the reason I use this method is because I can adjust the shapes and thus make any figure I want for my EE easily. I'm just worried it does not look as good as it can be. Thanks for all your help!
  13. How I format my reflective statement is with a brief, max two-sentence description of the IO itself, followed by "Our discussion helped me realized that...". The entire reflection should be focused on what you had not seen before the IO but now understand because of the IO, and you want to make it very explicit the connection between your understanding and the IO. Basically, my reflective statement looks like this: Paragraph 1: What was the IO, what did it help you understand Paragraph 2-3: Specific point of understanding (for example, your newfound knowledge of a certain character or symbol, one per paragraph). These paragraphs should move like this: previous understanding of character/symbol/etc., "however, we realized that", "this interactive oral thus helped us understand", "this greatly deepened my understanding of..." Paragraph 4: Brief, two-sentence ending note. I wrote it like, "This interactive oral has made me consider..." and the final sentence was some existential connection to culture in general. Notice the phrases in quotations; those are the types of phrases you want to use in order to be explicitly connecting your new understanding to the IO. I am not sure if this helped or not, so if you are still confused, please don't hesitate to ask more questions.
  14. Holy moley. Thank you so much for showing me this. I've been looking at the old one this whole time but I am reading this new one right now. Thank you so much this is saving me so much time.
  15. I am doing mathematics for my extended essay and my topic is on Morley's Trisector Theorem, which states that if you trisect the three angles of any triangle, then the resulting intersections of each adjacent pair of trisectors forms an equilateral triangle in the center, deemed the Morley Triangle. My topic is on finding an expression for the area of that triangle depending on the placement of one of the points of the triangle in space, and later find the maximum area of the triangle as the area of the outer triangle extends to infinity. The problem is... I am not sure what to do about my sources. So far, I have one source that gives the proof of the theorem, one that gives the same proof but in a slightly different step-by-step guide, one gives the history of the theorem, and one just introduces the theorem itself. That is four sources, and if I were to include the Calculus Options textbook as a source (which I'm allowed to do but sounds kind of needless) that would be five sources. Is that enough? If that is all I need to do a more or less in depth analysis, is it okay to focus more on my own mathematical skills rather than facts or methods that I see other people doing? If it helps, I have done minor research to see if anyone else has done this topic, and although it has been touched on it has been trivial, so I do not think that those sources would be of much use to me other than stating my justification of my own topic. Please help, because I do not want to get marked down on the "Investigation" category for not having enough sources or not using them effectively.