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    May 2012
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  1. Got an A on my English A1 EE. I don't think I did a super job, but reading the criteria and going over exemplars was how I went about it.
  2. Just got my results Mathematics HL - 6 (Thought I could have got a 7) History HL - 6 (Phew!) Biology HL - 6 (Hmm ...) English A1 HL - 7 (W00t!! IDK how?) Chemistry SL - 7 (Yay!) Spanish B SL - 6 (from last year) ToK - A EE - A 41/45 Diploma Awarded. So very happy! Congratulations to everyone!!
  3. Overall the biology exam was really good! Paper 1 was the best MCQ paper I have ever sat - everyone up finishing really quickly and being bored out of our heads. Paper 2 was pretty good, I think I got all the short answer parts for section A and hopefully most of the marks for section B, but data analysis questions have always been difficult for me so I'm not sure how well question 1 went. Paper 3 was actually great, again excepting those pesky data based questions - I did Evolution (D) and Neurobiology and Behaviour (E). Pretty stoked after the exams, I hope everyone gets great result
  4. I thought the paper went quite well. My paper 1 topic was the Arab-Israeli Conflict, and it was great to see the 1973 War as the focus of the entire paper. I agree that the cartoon was a little tricky, but hopefully I got the two marks. The last question of the paper was pretty cool too, as I'm sure I recall spending a class period discussing how far the 1973 War satisfied Sadat's intended goes. Paper 2 was great as well; I chose to do number 16 for single party states as well and I wrote about Hitler (whom I spent an intense two hours re-learning before the exam ) and number 21, which was about Truman's and Stalin's roles in the origins and development of the Cold War. Not sure if my essays were super great, but I know the questions were! As far as paper 3 goes ... I've got through Italian and German unification, Mussolini, and (thankfully I studied him for paper 2) Hitler, and it's time to review French and Russian Revolutions ... I'm hoping for a good Bismarck question, one on Cavour, and hopefully a nice one on Hitler.
  5. Well, actually, the hypotenuse represents both, but you don't need to know that distance to solve for the angle, just use the legs. Then you can use the hypotenuse representing his total speed and the angle to find the components and find out how far he travels in each time interval.
  6. The hypotenuse of each little triangle represents Buddy's speed, right? The legs represent Angie's vertical distance and Buddy's distance from the y-axis respectively. Using these two pieces of information, and knowing that the triangle represents both distance and speed, you can find the angle and components of Buddy's speed using trigonometry, as the investigation asks you to. I had a quick question too. I have written a paragraph about the model's assumptions, one about it's mathematical limitations (i.e. some stuff I had to manually do that the formulae I came up with didn't account for), and am trying to write one about its limitations when applied to other situations. What does IB mean by "other situations"? Is it just other velocities, time intervals, distances, or other kinds of runners, or what? Any help is appreciated, thanks.
  7. Hey all. I just started this portfolio and it's gone well so far. I'm a little confused on the recursive formulae part, however. I have one for the x-coordinate, but my formula for the y-coordinate involves using the previous x-coordinate, i.e. X(n-1). Is this acceptable, given that I'm finding the x-coordinate before the y-coordinate, or do my formulae have to be completely in terms of x and y respectively? Thanks in advance!
  8. Hello all. M12 seems a long time away but the work is already piling up. Turned in my not so hot EE on Monday, glad that thing is over, now I'm stuck with 2 science IAs and the HI is coming up too, but I'm not feeling too stressed yet (though I'm sure that will change soon). Any of you guys get a schedule for all your IAs? My school was kind enough to space them all out and give us the due dates beforehand, which is pretty helpful.
  9. Hello all. I'm planning a Chem Lab for Acids and Bases where I'm measuring the rate of reaction between HCl and Mg by measuring the rate of effusion of hydrogen gas. However, I'm not sure if it is feasible to measure the rate of effusion of a gas with a gas collection tube. I was wondering if this is in fact a good idea, or if I should change my experiment, because we have no other equipment available to measure the volume of gas given off.
  10. No problem, I love helping others with maths, it keeps my on my toes too. Desy pretty much explained the identity you need, except it would be with minus signs. Some advice for if you aren't sure how to simplify something: look in the data booklet. If you can whittle a problem down to sin(a-b) or d(cosx)/dx, or integral of 1/(x^2 + a^2) or something, look in the formula packet to see if there is something that fits the situation you see that you can use to help you. Was this a problem your teacher gave you? Without learning trig identities, it seems kind of unfair to ask you to do this, though you may be able to use a graph or other knowledge to see that sin(180-x) = x. Anyway, glad I helped, ask again anytime, there's a bunch of people on this website who are really helpful with this stuff.
  11. This one is tricky. So, to get the expression for A, you have two parts of the shape: the sector and the rectangle minus a chunk. The sector is fairly straightforward, use A = 1/2(θ)®^2 A = (1/2)(θ)(10)^2 A = 1/2(θ)(100) A = 50θ Now comes the good part, finding the rectangle minus a chunk. So, pretend the segment does not exist and visualise it. You have three triangles, which I have labelled 1, 2, and 3. 1 and 2 are congruent. To find the area of 1, you use the angle p, which is (180-θ). Area = (1/2)(10)(10)(sin(p)) Area = 50sin(p) Since you have congruent triangles 1 and 2, you multiply this area by 2 to leave 100sin(p) So, you have this in terms of p, but we need θ. Well, p = 180-θ . . . 100sin(180-θ) = 100[sin180cosθ - cos180sinθ]= [using difference formula for sin] 100[0 - (-sinθ)]= [sin180 = 0 and cos180 = -1] 100sinθ Now, on to triangle 3. For this triangle, you use the same formula, but you have θ so there is no need to simplify. Area = (1/2)(10)(10)(sinθ) Area = 50sinθ Adding these up leaves 150sinθ Summing that with the 50θ area of the sector leaves: A = 50θ + 150sinθ Which can be factored out to give the required: A = 50(θ + 3sinθ) Now, to find the maximum area you find A': A' = 50 + 150cosθ Set it equal to 0 0 = 50 + 150cosθ -50 = 150cosθ -(1/3) = cosθ θ = 109.5 degrees. (I hope ) EDIT: This is the correct answer according to the H&H book. Hope that helps!
  12. I think for law they like to see hard sciences, so why not take one at HL? Perhaps you've filled your HL slots with more-suited classes already, and if so, I would take Biology SL because the amount of depth required is easy to handle (seriously, look at how much you must know about cell respiration and photosynthesis, it's so little!). As Desy says, it depends, because you may want to impress your law schools by doing the more difficult (though not substantially so) Chemistry SL (and that analytical thinking stuff too ), but if that's not a concern, stick with Biology SL.
  13. Well, I think that the abstract is supposed to be a summary, and even the highly scoring papers I've read start out with something like "The purpose of this extended essay is . . . ." However, comparing a 1/2 vs a 2/2 abstract that I have to hand, I see that the 2/2 was much more thorough and detailed, whereas the poorer example is quite short and cursory. I'm now thinking that, since criterion B states that you need to establish context and explain why you chose your research question, if the novel was distinct for its time and went against society then it may be useful to include some societal context and explain why the fact that the novel contradicts that makes the essay worth writing. Not sure how I'm going to accomplish that but I'll give it a shot.
  14. Thank you greatly for your guide Daedalus, it is extremely helpful. I was wondering about Criterion C, which is basically how varied sources are. What kind of variety does IB expect for English A1 EE's I imagine it cannot be as wide as that for a History or Science EE, right? I have a few books and some websites, but I heard you have to have an interview or video as well to score highly on this criteria, but I'm not sure how that would apply to literary analysis. On the subject of outside information, how much of it should we include? My introduction was basically setting the societal context in which the novels I chose were written, but my superviser said this was useless and I needed to find some way to incorporate outside literary opinions on the subject into my analysis. Should I read other writers' opinions on the subject and use them as social barometers to evaluate the novels I'm studying? Thanks again for the help.
  15. Hmm, I took Pre-Calc before entering the 2 year IB program, and it was a great lead-in since we covered most of topics 1, 2, and 3 for HL, and did some other stuff. I'm not too sure about taking Pre-Calc and then having one year to learn all the HL stuff before you take your exam. To the best of my knowledge, Pre-Calc won't cover vectors, matrices, your option, and (obviously) calculus. If you think you can do all that stuff in one year then go for it, but the kids at my school who took Pre-Calc for IB1 are doing Maths SL.
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